Exploring Cluster Changes in Students' Knowledge Structures throughout General Chemistry

Autor/inn/en	Gulacar, Ozcan; Milkey, Alexandra; Eilks, Ingo
Titel	Exploring Cluster Changes in Students' Knowledge Structures throughout General Chemistry
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 16 (2020) 6, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Chemistry; Science Instruction; Knowledge Level; Mastery Learning; Concept Formation; Scientific Concepts; Associative Learning; Language Tests; High Achievement; Low Achievement; Learning Theories; Undergraduate Students; Cognitive Structures; California + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis; Concept learning; Begriffsbildung; Language test; Sprachtest; Unterdurchschnittliche Leistung; Learning theory; Lerntheorie; Cognitive structure; Kognitive Struktur; Kalifornien
Abstract	Chemistry is traditionally perceived as difficult to comprehend. Its mastery requires that a variety of concepts be linked to form an organized knowledge system. The connections need to be made not only between the concepts associated with the macroscopic level of the chemistry triplet but also between the submicroscopic and symbolic levels. Many factors influence a learner's success in bridging concepts between these levels. In this study, the aim was to identify and examine the changes in general chemistry students' knowledge structures by utilizing Word Association Tests. Although many studies have examined knowledge structures and aspects of the chemistry triplet, almost none has considered both at the same time. This study highlights the interconnectedness between the chemistry triplet and changing knowledge structures in overall student populations and in high- and low-achieving students. It provides insights on why students fail to understand chemistry and suggests ideas for future research as limiting factors were noted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01