Students' reasoning about basic chemical thermodynamics and chemical bonding: what changes occur during a context-based post-16 chemistry course?

Barker, Vanessa; Millar, Robin

doi:10.1080/09500690050166742

Cited by 139 publications

(146 citation statements)

References 9 publications

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“…The results from mostly quasi-experimental studies have shown that contextbased/science-technology-society (STS) 2 approaches develop a level of scientific understanding comparable to that of conventional courses (Barber, 2000;Barker & Millar, 2000;Eijkelhof & Lijnse, 1988;Ramsden, 1997;Smith & Bitner, 1993;Wierstra, 1984). However, there is limited evidence to suggest that understanding may be enhanced as a result of employing a context-based approach (Banks, 1997;Bennett, 2005;Tsai, 2000;Winther & Volk, 1994).…”

Section: Concept-versus Context-based Chemistrymentioning

confidence: 99%

Making Connections: Learning and Teaching Chemistry in Context

2007

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Section: Concept-versus Context-based Chemistrymentioning

confidence: 99%

Making Connections: Learning and Teaching Chemistry in Context

2007

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“…Unfortunately, very little is known about students' ability to use and apply these classification schemes. Students' alternative conceptions about different types of substances (del Pozo, 2001;Nakhleh & Samarapungavan, 1999;Papageorgiou & Sakka, 2000;Sanger, 2000), types of processes (Abraham, Williamson, & Westbrook, 1994), or types of bonding (Barker & Millar, 2000;Birk & Kurtz, 1999;Coll & Treagust, 2001) have been thoroughly investigated. However, very little attention has been given to exploring the strategies used by chemistry learners with different levels of expertise when classifying substances, processes, or interactions into different groups.…”

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confidence: 99%

Classification of chemical reactions: Stages of expertise

Stains¹,

Talanquer²

2007

J Res Sci Teach

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In this study we explore the strategies that undergraduate and graduate chemistry students use when engaged in classification tasks involving symbolic and microscopic (particulate) representations of different chemical reactions. We were specifically interested in characterizing the basic features to which students pay attention when classifying chemical reactions at the symbolic and microscopic levels. We identified the categories that students create when classifying chemical reactions, and compared the performance in simple classification tasks of students with different levels of preparation in the discipline. Our results suggest that advanced levels of expertise in chemical classification do not necessarily evolve in a linear and continuous way with academic training; a significant proportion of undergraduate students, regardless of their level of preparation in chemistry, based their classification schemes on the identification of surface features and failed to create chemically meaningful classes. Students' ability to identify chemically meaningful groups was strongly influenced by their recent learning experiences and their graduate work in chemistry. The level of expertise and the type of chemical representation influenced the number and types of categories created, the nature of the features used to build a class, and the role that these features played during the classification process. Although all of the participants in our study expressed similar levels of unfamiliarity with the microscopic images of chemical reactions, advanced students were more adept at using the available representational features to build chemical meaning. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 771–793, 2008

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“…In a similar vein, studies that state that teachings designed on the basis of context-based theory effectively impact the conceptual understanding of students, are available (Ramsden, 1997;Barker and Millar, 1999;Barker and Millar, 2000;Belt et al, 2005;King, 2009;King et al, 2011). When the interviews conducted are examined, the positive effect of the -fire context‖ on alternative concepts is observed.…”

Section: Discussionmentioning

confidence: 99%

The effect of fire context on the conceptual understanding of students: expansion-contraction

Sibel¹,

Ã‡oruhlu²,

Bilgin³

2016

Educ. Res. Rev.

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The aim of this study is to investigate effects of the guiding materials developed based on the "fire context" and related to "expansion-contraction" concepts in the conceptual understanding of students. A quasi-experimental method has been used in the study. The sample group of the study consists of 5th grade students selected from elementary school. A total of 56 (experiment group 27, control group 29) students from two classes have participated in the study. A concept test, an interview consisting of semi-structured questions, and a drawing test, have been utilised in the research. While no significant difference (U=345, p>0.05) has been found between the pre test scores of the control group and experiment group students, a significant difference (U= 238, p<0.05) has been found in favour of the experiment group in the post test. A great majority of the students have explained the "expansioncontraction" concept as "mass change". The findings obtained from student drawings support this as well. For future studies, development of materials which emphasise the distinction of the concepts of flexibility and mass change and the concepts of expansion and contraction can be suggested.

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Students' reasoning about basic chemical thermodynamics and chemical bonding: what changes occur during a context-based post-16 chemistry course?

Cited by 139 publications

References 9 publications

Making Connections: Learning and Teaching Chemistry in Context

Making Connections: Learning and Teaching Chemistry in Context

Classification of chemical reactions: Stages of expertise

The effect of fire context on the conceptual understanding of students: expansion-contraction

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