The effects of microcomputer-based laboratories on students macro, micro, and symbolic representations when learning about net ionic reactions

Ye, Jianqiang; Lu, Shanshan; Bi, Hualin

doi:10.1039/c8rp00165k

Cited by 13 publications

(15 citation statements)

References 57 publications

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“…Studies' results are consistent with this result report that both students and prospective teachers defined the concept of dissolution as the disappearance of the dissolving substance (Demirbaş, Tanrıverdi, Altınışık, & Şahintürk, 2011;Kabapınar, Leach, & Scott, 2004;Tarkın Çelikkıran & Gökçe, 2019). Ye et al (2019) maintain that due to the abstract idea of the charge of the ions, students cannot ''see'' at the microscopic level.…”

Section: Resultsmentioning

confidence: 99%

“…Additionally, PPSTs have difficulty understanding chemistry because it requires them to transfer between macro (observable, concrete), sub-microscopic (invisible, abstract), and symbolic levels of reaction (Derman & Ebenezer, 2020;Johnstone, 2000). The macro is what can be explained by sense organs; the sub-microscopic is the cognitive model of the matter which is used to explain or predict the properties of substances; and the symbolic is the representation of the macro and sub-microscopic area with symbols (Ye, Lu, & Bi, 2019). Head, Yoder, Genton, and Sumperl (2017) emphasized that in the absence of a chemical representation, pre-service teachers experience difficulty constructing an accurate mental model or internal representation based solely on a text description of abstract chemical concepts.…”

Section: Introductionmentioning

confidence: 99%

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Analysis of Prospective Primary School Teachers’ Knowledge Regarding Chemical Representations on Crystallization Experiment

Uyulgan¹,

Güven²

2022

J. Sci. Learn.

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The study aims to determine the subject matter knowledge of Prospective Primary School Teachers (PPSTs) and analyze their chemical representation levels on crystallization. The study was carried out with descriptive research with a qualitative approach based on this purpose. The study participants were eighty freshman students studying at the Department of Primary Education in a state university in the Aegean Region of Turkey. The data were collected using a worksheet containing seven open-ended questions regarding the crystallization experiment. The questions were about the solubility of salt in water, the formation of the salt water and its solubility-temperature graph, the formation of the saturated salt water, and the appearance of particles formed during crystallization. A worksheet was prepared to determine the chemical representation levels of the PPSTs, and the data were subjected to document analysis. The researchers conducted a demonstration experiment and an animated video on the extraction of table salt by crystallization as an activity during the study process. The results indicated that PPSTs' responses related to crystallization were mainly at the macroscopic level. At the same time, they had great difficulty explaining at the levels of sub-microscopic and symbolic representations.Moreover, they could not explain the concept of dissolution with scientific expressions and distinguish the mixtures from each other. Additionally, most prospective teachers could not draw the correct solubility-temperature graph, so they had difficulty in symbolic representations. The study results imply that to raise the quality of science education in Turkey, PPSTs must attend a quality teaching of science, so primary school students acquire scientifically accurate knowledge of the basic science subjects and concepts such as dissolution, solubility, and crystallization.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Analysis of Prospective Primary School Teachers’ Knowledge Regarding Chemical Representations on Crystallization Experiment

Uyulgan¹,

Güven²

2022

J. Sci. Learn.

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“…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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“…The existence of ions in solid salts and salt solutions is not commonly written through ionic symbols like Na + Clor Ca 2+ (Cl -)2 for salt crystals, and Na + (aq) + Cl -(aq) for aqueous salt solution. Therefore, electric conductivity of solutions can be used to indicate the presence of ions and/or molecules (Huheey et al, 2009;Kelly & Akaygun, 2016) and also from graphs of Microcomputer-Based Laboratory MBL (Ye et al, 2019). However, the existence of ions and/or molecules in solutions is not commonly written in chemical equations.…”

Section: Introductionmentioning

confidence: 99%

Proton Transfer: The First-Year Students’ Conceptual Understanding

Wisudawati

Barke²

2022

j.tadris.kimiya

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Modern Chemistry education shows acid-base reactions by proton transfer with regard to Bronsted’s theory. Understanding how protons can be transferred by particles in solutions is quite challenging. The study aims to presents how university-first-year students are figuring out involved particles which take and give protons. Further, the enrolled participants in this study should explain how the process of proton transfer is running by selected particles but not by substances. Fifty-four students participated in this study that started from revealing participant’s experiences on their previous education at senior high school. Subsequently, researchers conducted a pretest, learning planning, and learning implementation, finally a posttest. Qualitative analysis is preferred to analyze students’ conceptions on particle level. The result shows us that there are two categories of participant’s difficulties. First is determining the involved particles either all particles or reacting particles. The difficulties dominate on mixing terminology of atoms, ions, and molecules, also on preferences of memorizing and calculating oxidation state for chemical equations. The subsequent difficulty is the proton transfer process that caused by participant’s failure on how they selected reacting particles. The systematic sequence on introducing and interpreting chemical equations has also presented as breakthrough.

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The effects of microcomputer-based laboratories on students macro, micro, and symbolic representations when learning about net ionic reactions

Cited by 13 publications

References 57 publications

Analysis of Prospective Primary School Teachers’ Knowledge Regarding Chemical Representations on Crystallization Experiment

Analysis of Prospective Primary School Teachers’ Knowledge Regarding Chemical Representations on Crystallization Experiment

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

Proton Transfer: The First-Year Students’ Conceptual Understanding

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