First-Year College Students’ Knowledge in Chemistry: Is It Adequate?

Fajardo, Maria Teresa M.; Bacarrisas, Prosibeth G.

doi:10.12691/education-5-10-5

Cited by 3 publications

(1 citation statement)

References 8 publications

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“…The academic performance in college chemistry, certainly, is influenced by STEM students' previous knowledge from high school chemistry (Tai, Sadler, & Loehr, 2005). It is necessary to point out Bruner's Discovery Theory, as cited in a local study (Fajardo & Bacarrisas, 2017), which supports the idea that instruction for high school to college should be in spiral progression so that learners may comprehend concepts easily because learning is active and students are continuously constructing concepts based on prior knowledge. In the country, junior high school science has been in spiral progression.…”

Section: Analyzing and Identifying The Multifaceted Conceptions In Chmentioning

confidence: 99%

Multifaceted Chemistry Conceptual Profile of Selected Senior High School STEM Students from a Private School in Manila

Carvajal

2020

KIMIKA

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Chemistry has always been identified as a discipline with pluralistic characteristics. This implies that chemistry can be viewed differently based on one’s conception, conceptual model, and conceptual change. Subsequently, this denotes into a diverse context, different profiles of conceptions, which then convey multifaceted view of the discipline. The polysemous view of chemistry was addressed and proposed into six chemistry conceptual profile zones - monist, epistemic, processual, pragmatic, aversive, and attractive. There is a need to recognize this and structure chemistry education based on conceptual profile, since the discipline is naturally complex, rich, and multifaceted. The objective of the study is to analyze, identify, and categorize the multifaceted conceptions in chemistry of selected senior high school STEM students enrolled in a certain private school in Manila City, under these six conceptual profile zones. More so, the study aims to determine the possible ways to improve the conceptions of students based on their own response and perspective. Descriptive qualitative research design through semantic thematic analysis and statistical inference using Chi-square of Goodness-of-Fit were employed to analyze the data. The result revealed that almost all of these (n=57) selected SHS STEM students can conceptualize the epistemic view in the profile zone but not the other five. Based on the two themes generated, it can be implied that there is always an opportunity for critical reflection on how to reconceptualize the discipline and take chemistry into a more authentic field of science and science education.

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Section: Analyzing and Identifying The Multifaceted Conceptions In Chmentioning

confidence: 99%

Multifaceted Chemistry Conceptual Profile of Selected Senior High School STEM Students from a Private School in Manila

Carvajal

2020

KIMIKA

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Difficulties of novice students in solving the final concentration value of a mixture of solutions

Vaccaro

Stella

Alonso

2022

Chemistry Teacher International

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In this paper, we investigated and classified the answers of college freshmen when asked about “the final concentration value of a mixture of solutions ”. Prior to the explanation of the topic in class, a diagnostic questionnaire on “solutions” was presented to 532 first year students in the chemistry course at the University of Buenos Aires. The questionnaire consisted of three questions assessing the same concept: the calculation of the final concentration of a solution obtained mixing a concentrated and a dilute solution of the same solute. The format of the three questions was multiple choice answer with justification, but they differed in their chemical language style: chemical formulas, verbal-procedural, and visual languages were used. It was noted a trend to apply mathematical calculations, when chemical problems are addressed, even when such calculations are not necessary. Thus, obtaining a numerical result would be considered appropriate by the students, with no analysis of the significance of the value obtained. Nevertheless, question which uses visual language was answered correctly by a greater number of students. This would allow inferring that the use of this language brings students closer to a better understanding of the situation.

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Using Chemistry Concepts Inventory to Identify Alternative Conceptions and Their Persistence in General Chemistry Courses

Salame¹,

Casino²

2021

INT J INSTRUCTION

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First-Year College Students’ Knowledge in Chemistry: Is It Adequate?

Cited by 3 publications

References 8 publications

Multifaceted Chemistry Conceptual Profile of Selected Senior High School STEM Students from a Private School in Manila

Multifaceted Chemistry Conceptual Profile of Selected Senior High School STEM Students from a Private School in Manila

Difficulties of novice students in solving the final concentration value of a mixture of solutions

Using Chemistry Concepts Inventory to Identify Alternative Conceptions and Their Persistence in General Chemistry Courses

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