What Role May Intuitive Concepts about Chemical Ideas Play When Students Take Timed Tests?

Autor/in	Holme, Thomas A.
Titel	What Role May Intuitive Concepts about Chemical Ideas Play When Students Take Timed Tests?
Quelle	In: Journal of Chemical Education, 98 (2021) 10, S.3059-3060 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holme, Thomas A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c01002
Schlagwörter	Intuition; Scientific Literacy; Misconceptions; Scientific Concepts; Accuracy; Concept Formation; Chemistry; Science Instruction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Missverständnis; Concept learning; Begriffsbildung; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg
Abstract	Psychologists have studied the question of what happens to naïve or intuitive concepts about science that form before accepted scientific ideas have been taught. Studies find that both the accuracy and time required to decide about the accuracy of carefully crafted statements reveal remnants of intuitive models of science. This is true even after formal instruction has occurred and more accurate concepts have been accepted. How these extant ideas influence learning and attendant assessment may be worth further consideration by chemistry educators and education researchers. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01