Students' Ideas about How and Why Chemical Reactions Happen: Mapping the Conceptual Landscape

Autor/inn/en	Yan, Fan; Talanquer, Vicente
Titel	Students' Ideas about How and Why Chemical Reactions Happen: Mapping the Conceptual Landscape
Quelle	In: International Journal of Science Education, 37 (2015) 18, S.3066-3092 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1121414
Schlagwörter	Student Attitudes; Science Instruction; Chemistry; Concept Formation; Scientific Concepts; Qualitative Research; Undergraduate Students; Advanced Students; Abstract Reasoning; Attribution Theory; Teaching Methods; Research Universities; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Concept learning; Begriffsbildung; Qualitative Forschung; Fortgeschrittener; Abstraktes Denken; Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungseinrichtung
Abstract	Research in science education has revealed that many students struggle to understand chemical reactions. Improving teaching and learning about chemical processes demands that we develop a clearer understanding of student reasoning in this area and of how this reasoning evolves with training in the domain. Thus, we have carried out a qualitative study to explore students reasoning about chemical causality and mechanism. Study participants included individuals at different educational levels, from college to graduate school. We identified diverse conceptual modes expressed by students when engaged in the analysis of different types of reactions. Main findings indicate that student reasoning about chemical reactions is influenced by the nature of the process. More advanced students tended to express conceptual modes that were more normative and had more explanatory power, but major conceptual difficulties persisted in their reasoning. The results of our study are relevant to educators interested in conceptual development, learning progressions, and assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01