Exploring the Characteristics and Diverse Sources of Students’ Mental Models of Acids and Bases

Lin, Jing‐Wen; Chiu, Mei Hung

doi:10.1080/09500690600855559

Cited by 70 publications

(92 citation statements)

References 18 publications

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“…For example, Shen et al (2007) found that some of the K-8 science teachers held that the closer the bulb was to the battery, the brighter the bulb would be. Surprisingly, formal instruction can lead students to develop alternative conceptions (Lin & Chiu, 2007); therefore, understanding the differences between teachers' awareness of the conceptions held by themselves and their students might help enact more effective constructivist-oriented instruction about electric circuits.…”

Section: Students' and Teachers' Understanding About Electric Circuitsmentioning

confidence: 99%

A Comparison of Experienced and Preservice Elementary School Teachers’ Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

Lin

2016

EURASIA J MATH SCI T

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This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and data collection technique were involved to purposeful collect samples totalling of 76 experienced teachers, 85 preservice teachers, and 438 students. Confidence assessment was used to assist in identifying alternative conceptions. Results indicated the experienced teachers possessed more acceptable CK with higher confidence than the preservice teachers. However, both groups' predictions of students' conceptions about electric circuits were not significantly different in two-thirds of the test items, and their learning experiences were the main source used to predict students' preconceptions. This study suggests establishing science teacher qualification to enhance preservice teachers' CK, and helping both preservice and inservice teachers become aware of their students' preconceptions were needed.

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Section: Students' and Teachers' Understanding About Electric Circuitsmentioning

confidence: 99%

A Comparison of Experienced and Preservice Elementary School Teachers’ Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

Lin

2016

EURASIA J MATH SCI T

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“…A large number of studies in international context as well as in Pakistan have investigated students' misconception around a wide range of concepts in secondary chemistry. Some of these concepts are atoms and molecules (e.g., Griffiths & Preston, 1992;Harrison & De Jong, 2005;Teichert, Tien, Anthony, & Rickey, 2008); gases and related concepts such as temperature, pressure, kinetic molecular theory, diffusion (e.g., Benson, Wittrock, & Baur, 1993;Krnel, Watson, & Glazar, 1998); chemical bonding (e.g., Coll & Taylor, 2001;Frailich, Kesner, & Hofstein, 2009;Othman, Treagust, & Chandrasegaran, 2008); solution, solubility, and solubility equilibrium (e.g., Ebenezer & Erickson, 1996;Pinarbasi & Canpolat, 2003;Raviolo, 2001); electrochemistry and related concepts (e.g., Coll & Treagust, 2003;Sanger & Greenbowe, 1997;Taber, 1997); structure and properties of molecular and ionic compounds (e.g., Butts & Smith, 1987); particle theory (Johnson, 1998a(Johnson, , 1998bMursaleen, 1999); chemical equilibrium (e.g., Banerjee, 1991); acids and bases (e.g., Drechsler & Schmidt, 2005;Hand, 1989;Lin & Chiu, 2007;Nakhleh, 1994;Schmidt, 1995).…”

Section: Literature Reviewmentioning

confidence: 99%

A Case Study of the Common Difficulties Experienced by High School Students in Chemistry Classroom in Gilgit-Baltistan (Pakistan)

Ali

2012

SAGE Open

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This article reports a research study conducted with four chemistry teachers in three high schools (two government schools and one private school) in Gilgit-Baltistan region of Pakistan. The study investigated questions concerning common difficulties high school (Grades 9 and 10) students experience in chemistry classroom, the possible reasons for these difficulties, and the ways in which teachers help students overcome these difficulties. A qualitative case study method was used to investigate the questions, which used in-depth interviews with teachers, classroom observation, and postobservation discussion with the teachers, as main data collection tools. The key findings of the study allude to a huge gap between what is intended in the National Curriculum in terms of students’ learning in chemistry and what actually happens in the classroom where students learn chemistry. Promoting in-depth learning appeared to be an uphill task for the teachers. The main hurdle lies in students’ inability to demonstrate a good understanding of very basic concepts of the subject. Despite faced with such a challenge, the teachers appear to be committed to teaching their subject. The implications of the results of the study are explained in the context of schools, teachers, and other educational stakeholders by emphasizing the need for synchronization and integration of efforts on the part of schools.

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“…Another aspect of the nature of science and models is the fact that it is common for scientist to use multiple models to describe an entity (Flores-Camacho, Gallegos-Cázares, Garritz, & García- Franco, 2007) or explain phenomena/data (Barnea, Dori, & Finegold, 1995;Birk & Abbassain, 1996;Lin & Chiu, 2007). The use of multiple models is particularly prevalent in some sciences such as physics and chemistry, especially when it comes to developing an understanding of abstract microscopic concepts like atomic structure and chemical bonding (Brodie et al, 1994;Chiu, Chou, & Liu, 2002;Comba & Hambley, 1995;Eilam, 2004;Glynn & Duit, 1995;Lin & Chiu, 2007;Lopes & Costa, 2007).…”

Section: Models Modeling and The Nature Of Sciencementioning

confidence: 98%

Modeling and the Future of Science Learning

Coll

Lajium

2011

Models and Modeling

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Exploring the Characteristics and Diverse Sources of Students’ Mental Models of Acids and Bases

Cited by 70 publications

References 18 publications

A Comparison of Experienced and Preservice Elementary School Teachers’ Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

A Comparison of Experienced and Preservice Elementary School Teachers’ Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

A Case Study of the Common Difficulties Experienced by High School Students in Chemistry Classroom in Gilgit-Baltistan (Pakistan)

Modeling and the Future of Science Learning

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