Teaching Stoichiometry with Particulate Diagrams – Linking Macro Phenomena and Chemical Equations

Cheng, Maurice M. W.; Gilbert, John K.

doi:10.1007/978-3-319-06526-7_6

Cited by 3 publications

(2 citation statements)

References 31 publications

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“…Particle and Atomic Model Example (Cheng & Gilbert, 2014) Erduran and Duschl (2004) and Gilbert and Justi (2016) stated that model-based reasoning will play an important role in learning and exploring chemistry. Cheng and Gilbert (2017) suggested that two different models can be used to teach chemical reactions to students, such as;…”

Section: Figurementioning

confidence: 99%

Evaluation of mental models of prospective science teachers on chemical reactions

Bilir

Karaçam

2021

JPR

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Section: Figurementioning

confidence: 99%

Evaluation of mental models of prospective science teachers on chemical reactions

Bilir

Karaçam

2021

JPR

View full text Add to dashboard Cite

“…Chemistry is one of the branches of physical science that requires an in-depth understanding of macroscopic, submicroscopic, and symbolic representations to explain natural phenomena. − Many concepts in chemistry are used as learning activities to promote students’ understanding of the three levels of representation. − However, research has found that many students face difficulty and still hold misconceptions because they cannot link multiple levels of representation, especially the representation at the submicroscopic level. − This indicates that teaching and assessing chemistry in the three levels of representation is still a challenging task for chemistry teachers that needs to be reconsidered and addressed. , …”

Section: Introductionmentioning

confidence: 99%

Fruit Puzzle: An Inquiry-Based Activity to Investigate High School Students’ Understanding of the Relationship between the Concepts of Density and Concentration of Solution at the Submicroscopic Level

2022

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A simple inquiry-based activity called “Fruit Puzzle” was designed to investigate high school students’ understanding of the relationship between the concepts of density and solution concentration at a submicroscopic level. The first activity allowed students to predict whether five types of fruit would sink or float in water and asked them to explain the reason for their prediction. This activity aims to investigate their prior knowledge of the concept of density. Then, the students were asked to experiment and observe the result. In the second activity, students were challenged to design and perform an experiment to compare the density of each type of fruit using table salt or sugar and water. Finally, in the third activity, students were tasked with designing a method that would allow the fruit to stay in the solution without sinking or floating. Two postlaboratory questions were used to investigate how students could relate the concept of density to the solution concentration at both the submicroscopic and symbolic levels. The sample size of this study was 98 Thai students in grade 9. The results from the activity sheet showed that students could relate the concept of density with the sink and float phenomenon in the prediction activity and could relate the concept of density with the concentration of the solution in the experiment-planning step. However, the results from the postlaboratory questions indicated that the students still found it difficult to explain the concepts at both the submicroscopic and symbolic levels.

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Students' visualisation of chemical reactions – insights into the particle model and the atomic model

Cheng

2018

Chem. Educ. Res. Pract.

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This paper reports on an interview study of 18 Grade 10–12 students’ model-based reasoning of a chemical reaction: the reaction of magnesium and oxygen at the submicro level. It has been proposed that chemical reactions can be conceptualised using two models: (i) theparticle model, in which a reaction is regarded as the simple combination and rearrangement of reactant particles and does not involve any change in the identity of the reactants, and (ii) theatomic model, wherein a reaction involves the transformation of one chemical species into another. This paper suggests that although theparticle modellooks simpler than theatomic model, it can help to support the learning of some advanced chemical concepts such as energetics and collision theory. Therefore, it is postulated that students who reason using theparticle modelare able to demonstrate some advanced ideas about chemical reactions. The conceptualisation of reactions in terms of theatomic modeland theparticle modelallows a flexible understanding of students’ learning. Students’ representations of the reaction between magnesium and oxygen were analysed with reference to the two models. The models were found to be useful in assessing the students’ understanding of the reaction and revealing the novel ways that the students reasoned the chemical reaction. In addition, a student who used theparticle modelto represent the reaction was found to explain the reaction in terms of some energetics and kinetics concepts. The study offers insights for curriculum planners and teachers into the potential of these two models to help students understand chemical reactions.

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Teaching Stoichiometry with Particulate Diagrams – Linking Macro Phenomena and Chemical Equations

Cited by 3 publications

References 31 publications

Evaluation of mental models of prospective science teachers on chemical reactions

Evaluation of mental models of prospective science teachers on chemical reactions

Fruit Puzzle: An Inquiry-Based Activity to Investigate High School Students’ Understanding of the Relationship between the Concepts of Density and Concentration of Solution at the Submicroscopic Level

Students' visualisation of chemical reactions – insights into the particle model and the atomic model

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