Teachers’ Understanding of the Link between the Atomic Theory and the Mole Concept

Mweshi, Emmanuel; Munyati, Onesmus; Nachiyunde, Kabunga

doi:10.1080/18117295.2020.1845462

Cited by 3 publications

(5 citation statements)

References 11 publications

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“…The definition of mole indicates that mole has a concept and quantitative calculation. Researches in science education show that the mole concept provides a window through which students understand the quantitative aspects of substance at the microscopic level through understanding the relationship between the amount of substance, the number of elementary particles, mass, and other topics [2]. Meanwhile, the understanding of mole conceptually, the student should be able to perceive the macroscopic world, which they see in the real context as the number, and connect it to the world of the particle [25].…”

Section: Resultsmentioning

confidence: 99%

“…This approach in the textbook neglects the basic quantity of the number of substances. The study conducted by Mweshi [2] shows that the chemistry teachers were perplexed by the description of "the number of substances, " which some considered as mass and/or the number of basic entities.…”

Section: Resultsmentioning

confidence: 99%

“…[1] Students could not connect the mole concept with mass and the number of particles. Besides, teachers had a low conceptual understanding of relationships between relative atomic/formula mass and molar mass as connecting ideas between atomic theory and mol concept [2].…”

Section: Introductionmentioning

confidence: 99%

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The Development of Structured Inquiry Based Module on Chemistry Learning: Its Impact on Studentsâ€™ Mental Models

Hidayati¹,

Suryani²

2022

Int. J. Adv. Sci. Eng. Inf. Technol.

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Mole concept is an essential part of chemistry learning and has been the prerequisite to learning other chemistry concepts. The learning source has not yet completely connected the three representations levels. The inability to connect the three levels of representations might affect students' learning outcomes and mental models. This study aims to determine the effect of structured inquiry-based modules on students' mental models of the mole concept. The design of a study is Randomized Control Group Postest Only Design. There were 141 students from two Senior High Schools in Padang recruited as the samples of the study. The instruments are two-tier mental diagnostic tests and semi-structured interviews. The model category of students' mental model on mole concept in experimental group I demonstrates that the level target was 34.29%, Intermediate 3 was 60%, and Intermediate 2 was 5.71%. Control group I shows that the target level was 28,57%, Intermediate 3 was 45.71%, and Intermediate 2 was 25.71%. Meanwhile,experimental group 2 shows that the level target was 22.86%, Intermediate 3 was 71.43%, and Intermediate 2 was 5.71%. Control group II had the following categories, the level target was 14.29%, Intermediate 3 was 62.86%, and Intermediate 2 was 22.86%. The result of the t-test on hypotheses reveals that the mental model of the mole concept in the experimental group was higher than the control group of both schools. Hence, it can be said that the module affects students' mental models of mole concepts in both schools.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

The Development of Structured Inquiry Based Module on Chemistry Learning: Its Impact on Studentsâ€™ Mental Models

Hidayati¹,

Suryani²

2022

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…Indeed, the mole concept, central to stoichiometry, serves as a connection between these levels of representation and can therefore only be understood if attention is paid to interrelations between these levels (Fang et al, 2014). This belief in the conceptual value of such interrelations has, for example, led to recent calls for greater use and interconnection of these forms of representation in Chemistry textbooks (Ramnarain and Chanetsa, 2016) and their modelling and explicit instruction in teacher education programmes (Mweshi et al, 2020). From the perspective of cognitive load theory, it is, however, unsurprising that teachers find it difficult to pay attention to each of these forms of representation, as well as their interconnection, in the classroom (Koopman, 2017), and therefore unsurprising that the mole concept specifically (Malcolm et al, 2019), and stoichiometry more broadly (Stott, 2020), tend to be poorly understood.…”

Section: Conceptual Understanding and Levels Of Representation In Che...mentioning

confidence: 99%

The efficacy of instruction in application of mole ratios and submicro- and macro-scopic equivalent forms of the mole within the unit factor method

Stott

2023

Chem. Educ. Res. Pract.

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The unit factor method, a generic strategy for solving any proportion-related problem, is known to be effective at reducing cognitive load through unit-cancellation providing step-by-step guidance. However, concerns have been raised that it can be applied mindlessly. This primarily quantitative prepost study investigates the efficacy of instruction aimed at addressing such concerns. This was done by making submicro- and macro-scopic equivalent forms of the mole concept, and the meanings of mole ratios, explicit, and emphasising the application of these within the unit factor method to solve stoichiometry calculations. Data were collected from 161 South African Physical Sciences teachers’ answers to four calculation, and 14 conceptual, questions in each of a pre- and a post-test written at the start and end, respectively, of a two-day workshop at which such instruction was implemented. These data were analysed for changes in strategy type and calculation and conceptual knowledge, i.e., heuristic power. A small (n = 7) group retained deficient calculation strategies in which they failed to recognise the need to apply proportion to the mole ratio. For the remainder, a weak but significant correlation was found between their conceptual and calculation improvements. There was high uptake of the unit factor method in the posttest, although a group (n = 33) which began with relatively good calculation knowledge largely rejected this method. Statistically significant improvements in both conceptual and calculation knowledge were found regardless of the extent of uptake of the unit factor method, however the calculation improvement measured was significantly lower for the group which showed moderate uptake of the unit factor method, suggesting they may have needed a longer intervention. Based on the findings, speculations are made regarding the nature of knowledge and the mechanism of development of heuristic power. Long-term effects of such an intervention would, however, still need to be determined.

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“…Uma das origens, identificada na literatura, das dificuldades de ensino e aprendizagem desse conceito é a lacuna na compreensão da ligação entre a teoria atômica e o conceito de mol (Mweshi, Munyati & Nachiyunde, 2020).…”

Section: O Conteúdo-conceitual Quantidade De Matériaunclassified

Analogias relacionadas ao conteúdo-conceitual quantidade de matéria em livros didáticos de Química do Ensino Médio

Barbosa

Romero²,

Monteiro³

2022

RSD

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O raciocínio analógico tem sido amplamente utilizado para o desenvolvimento de conceitos científicos, principalmente no século XIX. No âmbito do ensino de Química, a linguagem analógica tem sido utilizada como um recurso para facilitar o ensino e aprendizagem de conceitos químicos abstratos. No entanto, a literatura especializada indica que o uso de analogias, caso não seja realizada de forma adequada, pode gerar obstáculos epistemológicos. Nesse contexto, o presente trabalho avaliou o uso de analogias utilizadas para abordar o conteúdo escolar quantidade de matéria em livros didáticos de Química publicados em diferentes períodos. A partir do estudo comparativo entre as obras, observamos avanços na qualidade das analogias utilizadas na explicação do conteúdo-conceitual quantidade de matéria e sua unidade, o mol. Os resultados evidenciaram que esse recurso de linguagem configura um ótimo instrumento para a construção do conhecimento, mas que, se empregado de maneira não sistematizada, as analogias podem causar distorções no entendimento dos conteúdos científicos. O estudo concede uma discussão de teor didático a partir da qual, docentes possam se instrumentalizar quanto ao uso adequado e à importância das relações analógicas no letramento científico.

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Teachers’ Understanding of the Link between the Atomic Theory and the Mole Concept

Cited by 3 publications

References 11 publications

The Development of Structured Inquiry Based Module on Chemistry Learning: Its Impact on Studentsâ€™ Mental Models

The Development of Structured Inquiry Based Module on Chemistry Learning: Its Impact on Studentsâ€™ Mental Models

The efficacy of instruction in application of mole ratios and submicro- and macro-scopic equivalent forms of the mole within the unit factor method

Analogias relacionadas ao conteúdo-conceitual quantidade de matéria em livros didáticos de Química do Ensino Médio

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