Conceptual versus Algorithmic Learning in High School Chemistry: The Case of Basic Quantum Chemical Concepts--Part 2. Students' Common Errors, Misconceptions and Difficulties in Understanding

Autor/inn/en	Papaphotis, Georgios; Tsaparlis, Georgios
Titel	Conceptual versus Algorithmic Learning in High School Chemistry: The Case of Basic Quantum Chemical Concepts--Part 2. Students' Common Errors, Misconceptions and Difficulties in Understanding
Quelle	In: Chemistry Education Research and Practice, 9 (2008) 4, S.332-340 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/b818470b
Schlagwörter	Foreign Countries; Grade 12; Quantum Mechanics; Chemistry; Statistical Analysis; Secondary School Science; Scientific Concepts; Misconceptions; Models; Concept Formation; Recall (Psychology); Program Effectiveness; Mathematics; Critical Thinking; Greece + Suchen Sie Ihr Suchwort? Ausland; School year 12; 12. Schuljahr; Schuljahr 12; Quantenmechanik; Chemie; Statistische Analyse; Missverständnis; Analogiemodell; Concept learning; Begriffsbildung; Abberufung; Mathematik; Kritisches Denken; Griechenland
Abstract	Part 2 of the findings are presented of a quantitative study (n = 125) on basic quantum chemical concepts taught at twelfth grade (age 17-18 years) in Greece. A paper-and-pencil test of fourteen questions was used that were of two kinds: five questions that tested recall of knowledge or application of algorithmic procedures (type-A questions); plus nine questions that required conceptual understanding and/or critical thinking (type-C questions). As a rule, performance in type-A questions was relatively high while in the type-C questions it was much lower. Unacceptable performance in type-A questions was mainly caused by the application of a wrong algorithm or by partial answers. Analysis of the individual type-C questions led to the identification of common errors, misconceptions and difficulties in understanding. The Bohr model and the language of the old quantum theory featured prominently in the answers of many students, while other students were holding hybrid models, mixing the planetary with the quantum-mechanical model. Finally, suggestions for improved instruction and curricula are made. (Contains 4 figures and 3 notes.) [For Part 1, see EJ888350.] (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10