Conceptions of second year university students of some fundamental notions in chemistry

Cros, Danièle; Chastrette, M.; Fayol, Michel

doi:10.1080/0950069880100308

Cited by 61 publications

(49 citation statements)

References 2 publications

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“…Research on chemistry misconceptions in acids-bases has been done by Pinarbasi (2007), showing that Turkey undergraduate students have some general misconceptions on the concept of acid and base. Another similar misconception of acid-base has also been found by Cros et al (1986Cros et al ( , 1988; Nakleh and Krajcik (1994); Kala et al (2013); Damanhuri et al (2016);and Tumay (2016). In this regard, Ozmen and Yildirim (2005) argued that Chemistry includes a number of abstract concepts; therefore, most students have difficulties in understanding and learning these concepts.…”

Section: Introductionmentioning

confidence: 80%

Undergraduate Students’ Misconception on Acid-Base and Argentometric Titrations: A Challenge to Implement Multiple Representation Learning Model With Cognitive Dissonance Strategy

Widarti

Permanasari

Mulyani

2017

IJE

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The study was conducted to map the misconception pattern of chemistry prospective teachers who learned acid-base and argentometric titration. Further, it attempts to minimize misconception through a multiple representation model of learning chemistry with cognitive dissonance strategy. The first treatment was done on acid-base titration and the second treatment on argentometric titration materials. The multiple choice test with open reasons was administered to 30 undergraduate students. The finding shows that 28.6% students have the same pattern of misconception while learning in both of the courses. After the treatment, misconception decreased to 9.5% on the first treatment, and 9.4% on the second treatment. The model was found to be suitable to decrease the misconception, but could not change the misconception into "zero misconception", especially for microscopic and symbolic representations.

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Section: Introductionmentioning

confidence: 80%

Undergraduate Students’ Misconception on Acid-Base and Argentometric Titrations: A Challenge to Implement Multiple Representation Learning Model With Cognitive Dissonance Strategy

Widarti

Permanasari

Mulyani

2017

IJE

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“…These approaches stand in sharp contrast to the traditional views of science learning that focus on outcomes such as problem solving (Gable & Bunce, 1984), concept learning (Cros, Chastrette, & Fayol, 1987), and science-process skills (Heeren, 1990). Science learning is thus considered to involve the construction and use of tools which are instrumental in the generation of knowledge about the natural world.…”

Section: Introductionmentioning

confidence: 95%

TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse

2004

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This paper reports some methodological approaches to the analysis of argumentation discourse developed as part of the two-and-a-half year project titled "Enhancing the Quality of Argument in School Science" supported by the Economic and Social Research Council in the United Kingdom. In this project researchers collaborated with middle-school science teachers to develop models of instructional activities in an effort to make argumentation a component of instruction. We begin the paper with a brief theoretical justification for why we consider argumentation to be of significance to science education. We then contextualize the use of Toulmin's Argument Pattern in the study of argumentation discourse and provide a justification for the methodological outcomes our approach generates. We illustrate how our work refines and develops research methodologies in argumentation analysis. In particular, we present two methodological approaches to the analysis of argumentation resulting in whole-class as well as small-group student discussions. For each approach, we illustrate our coding scheme and some results as well as how our methodological approach has enabled our inquiry into the quality of argumentation in the classroom. We conclude with some implications for future research in argumentation in science education.

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“…Students' mental models of the atom, its parts and their interactions have been discussed in the scientific literature over a number of years (Cros & Fayol, 1988;Pereira & Pestana, 1991;Griffith & Preston, 1992;Papadimitriou, Solomondiou & Stavvridou, 1997;Taber, 1998bTaber, , 2001. Teachers have been advised to take care in the way they present models in science classes since students often see models as reproductions of reality (Justi & Gilbert, 2002a (Taber, 1998b(Taber, , 2001, electronic movement (Cross & Fayol, 1988) and the relative distances between and sizes of subatomic particles (Papadimitriou, Solomondiou & Stavvridou, 1997;Pereira & Pestana, 1991;Griffith & Preston, 1992).…”

mentioning

confidence: 99%

Learners’ Mental Models of the Particle Nature of Matter: A study of 16‐year‐old Swedish science students

Adbo

Taber

2009

International Journal of Science Education

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Conceptions of second year university students of some fundamental notions in chemistry

Cited by 61 publications

References 2 publications

Undergraduate Students’ Misconception on Acid-Base and Argentometric Titrations: A Challenge to Implement Multiple Representation Learning Model With Cognitive Dissonance Strategy

Undergraduate Students’ Misconception on Acid-Base and Argentometric Titrations: A Challenge to Implement Multiple Representation Learning Model With Cognitive Dissonance Strategy

TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse

Learners’ Mental Models of the Particle Nature of Matter: A study of 16‐year‐old Swedish science students

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