Difficulties of Students from the Faculty of Science with Regard to Understanding the Concepts of Chemical Thermodynamics

Sokrat, Hafid; Tamani, Soumia; Moutaabbid, M.; Radid, Mohamed

doi:10.1016/j.sbspro.2014.01.223

Cited by 32 publications

(28 citation statements)

References 18 publications

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“…Chemical thermodynamics is one of the most popular yet notoriously difficult chemistry subjects that abounds in misconceptions for students (Anderson, Taraban, & Sharma, 2005;Brook, Briggs, Bell, & Driver, 1984;Cotignola, Bordogna, Punte, & Cappannini, 2002;Erickson, 1979Erickson, , 1980Goedhart & Kaper, 2002;Grayson, Harrison, & Treagust, 1995;Junglas, 2006;Laburú & Niaz, 2002;Lewis & Linn, 1994;Linn & Songer, 1991;Meltzer, 2004;Mulop, Yusof, & Tasir, 2012;Patron, 1997;Schönborn, Haglund, & Xie, 2014;Sokrat, Tamani, Moutaabbid, & Radid, 2014;Sozbilir, 2001Sozbilir, , 2003Sözbilir, 2004). Comprising a wide range of fundamental concepts such as heat, temperature, enthalpy and energy changes, thermodynamics holds a crucial role in understanding all types of chemical phenomena, making it so popular and also challenging for students (Jasien & Oberem, 2002;Krummel, Sunal, & Sunal, 2007;Olgun, 2008;Pétursson, 2003;Sözbilir, 2004;Yeo & Zadnik, 2001).…”

Section: Introductionmentioning

confidence: 99%

Determining Students’ Conceptual Understanding Level of Thermodynamics

Sarıçayır

Çömek

et al. 2016

Journal of Education and Training Studies

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Science students find heat, temperature, enthalpy and energy in chemical reactions to be some of the most difficult subjects. It is crucial to define their conceptual understanding level in these subjects so that educators can build upon this knowledge and introduce new thermodynamics concepts. This paper reports conceptual understanding levels of high school students of common thermodynamics subjects such as heat, temperature, enthalpy and energy changes in chemical reactions. The sample of the study was composed of 418 randomly selected students from 11 different high schools. A cross sectional survey model was employed in this study. Data were collected through the Conceptual Understanding Test (CUT), which consists of 16 questions. Cronbach's alpha reliability coefficient for the test was 0.72. Besides, interviews were conducted with 10 students to get qualitative data about their beliefs on the subject. The results of the study indicated that students' level of conceptual understanding in thermodynamics concepts is very low. It was observed to be especially low for the concepts of (1) relationship between energy, enthalpy and bonds in chemical reactions, (2) energy and catalysts in chemical reactions, (3) changes in heat, temperature and enthalpy during change of state, and (4) the relationship between heat, temperature, mass and specific heat. Most of the students in this study do not fully understand common thermodynamics concepts although they have been studying these topics since primary school.

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Section: Introductionmentioning

confidence: 99%

Determining Students’ Conceptual Understanding Level of Thermodynamics

Sarıçayır

Çömek

et al. 2016

Journal of Education and Training Studies

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“…Propose and expose of the theory of the case study, c.) Propose and expose of the theory as part of the Long-term Project, d.) Multi-project in an integration in the curriculum. e.) Accommodate the ability of learners (Sokrat et al, 2014). In order to facilitate the development of teaching methods in the field of Chemical Physics delivery of material, some learning methods have been reported to contribute and excellence achievement of learning outcomes.…”

Section: Literature Reviewmentioning

confidence: 99%

Incorporating Research in Chemistry Courses: Research Data-Based Learning

Fatimah¹,

Anas²

2018

IJET

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Kinetic Chemistry and Catalysis Chemistry courses were conducted. Aim of the project is to evaluate the effectivity of the model in improving student learning outcome in both courses which are included in the physical chemistry scheme. The courses are getting important attention in difficultness level since those are topics with the abstract and mathematically delivered. In the program students have some individual and group tasks based on research data-simulations to be finished until pass the such level for the completion standard learning outcome and for brief application of the topics in both lecturers visiting professor lectures were given. The teaching model was evaluated based on the difficultness level of each topic and also the percentage of student passing learning outcomes. The results showed that the model was sufficiently give positive impacts. In this project, a teaching-learning model of research data-based learning (RDBL) model for to the students and teaching learning process since more than 80 % were successfully passed the standard. The program was recommended for other courses.

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“…This makes conceptualization easier for the teacher, and for students with solid mathematical background, because formal concepts can be derived based on sound logic. Unfortunately, the reliance on mathematics may be a stumbling block for chemistry and biochemistry students [1]. Importantly, the crucial role of mathematics in chemistry is frequently not sufficiently emphasized in undergraduate curricula [2].…”

Section: Students' Difficulties In Learning Thermodynamicsmentioning

confidence: 99%

An interactive computer lab of the galvanic cell for students in biochemistry

Ahlstrand

Buetti‐Dinh

Friedman

2017

Biochem Molecular Bio Educ

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We describe an interactive module that can be used to teach basic concepts in electrochemistry and thermodynamics to first year natural science students. The module is used together with an experimental laboratory and improves the students' understanding of thermodynamic quantities such as Δ G, Δ H, and Δ S that are calculated but not directly measured in the lab. We also discuss how new technologies can substitute some parts of experimental chemistry courses, and improve accessibility to course material. Cloud computing platforms such as CoCalc facilitate the distribution of computer codes and allow students to access and apply interactive course tools beyond the course's scope. Despite some limitations imposed by cloud computing, the students appreciated the approach and the enhanced opportunities to discuss study questions with their classmates and instructor as facilitated by the interactive tools. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(1):58-65, 2018.

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Difficulties of Students from the Faculty of Science with Regard to Understanding the Concepts of Chemical Thermodynamics

Cited by 32 publications

References 18 publications

Determining Students’ Conceptual Understanding Level of Thermodynamics

Determining Students’ Conceptual Understanding Level of Thermodynamics

Incorporating Research in Chemistry Courses: Research Data-Based Learning

An interactive computer lab of the galvanic cell for students in biochemistry

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