The emergence of quantification in the pressure–volume relationship for gases: A textbook analysis

Berg, Kevin C. de

doi:10.1002/sce.3730730202

Cited by 21 publications

(18 citation statements)

References 15 publications

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“…Most of the questions presented in the textbooks do not have the qualities that enable students to develop conceptual understanding and gain HOCS required by the Turkish OSS entrance examination. These findings support the results of previous studies that demonstrated most textbook questions were based on mathematical calculations on the hydrodynamical laws and did not require a conceptual understanding of the material (De Berg, 1989;De Berg & Treagust, 1993;Niaz, 2000). The findings imply that most of the teacher-generated questions in the present study are ConQ.…”

Section: Discussionsupporting

confidence: 91%

“…De Berg (1989) and De Berg & Treagust (1993) investigated the presentation of gas properties in Australian secondary school textbooks in terms of the qualitative-quantitative mode and gas law sequence. De Berg found that chemistry textbooks placed little emphasis on the qualitative understanding of gas properties and that only five of 80 exercises on the pressure-volume relationship inquired about the qualitative properties of gases.…”

Section: Gas Laws and Problem Solvingmentioning

confidence: 99%

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Analysis of Turkish High School Chemistry Textbooks and Teacher-Generated Questions About Gas Laws

Nakıboğlu

Yildirir

2011

Int J of Sci and Math Educ

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This study presents the results of an analysis of high school chemistry textbooks and teacher-generated questions about gas laws. The materials that were analyzed consisted of 456 questions about gas laws found in seven grade 10 chemistry textbooks and 264 teacher-generated examination questions prepared by seven chemistry teachers from three schools. These questions were classified into three categories (recall, algorithmic, and conceptual); the conceptual questions (ConQ) were further classified into six subcategories (particulate, demonstration, tiered, laboratory, analogy, and series completion) using the descriptions provided on the Conceptual Questions and Challenge Problems website. The findings indicate that most of the textbook questions were algorithmic and that these textbooks were less likely to facilitate or encourage student comprehension of the properties and behaviors of gases or gas law theories. Furthermore, most of the textbook questions do not enable students to develop conceptual understanding and gain higher-order cognitive skills. Although the findings imply that most of the teacher-generated questions were ConQ, the large majority were partially conceptual type questions. The major implication of this research is the need for teachers, textbook writers, and academics to consider question types when creating questions or analyzing chemistry questions at all educational levels.

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Section: Discussionsupporting

confidence: 91%

Section: Gas Laws and Problem Solvingmentioning

confidence: 99%

Analysis of Turkish High School Chemistry Textbooks and Teacher-Generated Questions About Gas Laws

Nakıboğlu

Yildirir

2011

Int J of Sci and Math Educ

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“…Numerous others have integrated these strategies, some even using historical apparatus, all with apparently positive results: Allchin (; , pp. 184–201); Allchin et al (), Chang (); de Berg (), Habben et al (), Hagen, Allchin, and Singer (), Heering (), Heering and Wittje (), Kafai and Gilliland‐Swetland (), and Reiß (). For many teachers already attuned to a role for history, integrating inquiry seems an intuitive next step.…”

Section: Prospectsmentioning

confidence: 99%

Complementary Approaches to Teaching Nature of Science: Integrating Student Inquiry, Historical Cases, and Contemporary Cases in Classroom Practice

2014

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Research has now demonstrated that students can learn nature of science concepts variously through student‐led investigations, contemporary cases, and historical cases. Here we articulate more precisely the merits, deficits, and context of each approach and begin to profile how to integrate them as complementary methods. Emphasis now needs to shift to the needs of practicing teachers and the detailed strategies and modes of assessment that make each method effective and manageable in a classroom and institutional context.

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“…Furthermore, textbooks generally do not emphasize conceptual understanding. According to De Berg (1989): ". .…”

Section: Difference Between Algorithmic and Conceptual Problemsmentioning

confidence: 99%

Progressive transitions from algorithmic to conceptual understanding in student ability to solve chemistry problems: A lakatosian interpretation

Níaz

1995

Science Education

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The main objective of this study is to construct models based on strategies students use to solve chemistry problems and to show that these models form sequences of progressive transitions similar to what the history of science refers to as progressive “problemshifts” that increase the explanatory/heuristic power of the models. Results obtained show the considerable difference in student performance on chemistry problems (mol, gases, solutions, and photoelectric effect) that require algorithmic or conceptual understanding. The difference between student performance on algorithmic and conceptual problems can be interpreted as a process of progressive transitions (models) that facilitate different degrees of explanatory power to student conceptual understanding. A parallel is drawn between the methodology of idealization (simplifying assumptions) used by scientists and the construction of strategies (models) used by students to facilitate conceptual understanding. A major educational implication of this study is that the relationship between algorithmic and conceptual problems is not dichotomous, but rather characterized by a continuum that consists of sequences of models that facilitate greater conceptual understanding. This reconstruction of student strategies to solve problems (progressive transitions) can provide the teacher a framework to anticipate as to how student understanding could develop from being entirely algorithmic to conceptual. © 1995 John Wiley & Sons, Inc.

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The emergence of quantification in the pressure–volume relationship for gases: A textbook analysis

Abstract: PV = c Syringe J PlVl =P2V2 19 PV constant, lab. 1 P,VI =P,V2 3 Note: J represents the presence of a feature represents the absence of a feature Blank space means no laboratory exercises from which to choose. P, PV = c V 1 V J PlV, =P,V, 6

Cited by 21 publications

References 15 publications

Analysis of Turkish High School Chemistry Textbooks and Teacher-Generated Questions About Gas Laws

Analysis of Turkish High School Chemistry Textbooks and Teacher-Generated Questions About Gas Laws

Complementary Approaches to Teaching Nature of Science: Integrating Student Inquiry, Historical Cases, and Contemporary Cases in Classroom Practice

Progressive transitions from algorithmic to conceptual understanding in student ability to solve chemistry problems: A lakatosian interpretation

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