A categorisation of the terminological sources of student difficulties when learning chemistry

Quílez, Juan

doi:10.1080/03057267.2019.1694792

Cited by 22 publications

(20 citation statements)

References 320 publications

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“…As described by Childs et al [6] as well as by Quílez [22], this complexity of Chemish is very high and the language is multifaceted due to unfamiliar, sometimes polysyllabic technical terms which are often based on Greek or Latin; some technical terms are used only a few times in chemistry education in school over years; some technical terms have different meanings in different contexts; there are special verbs (e.g., explain, describe) and logical connectives; additionally, there is the symbolic language as well as the use of diagrams, and it contains parts of mathematics. Besides the technical words, problems can occur since non-technical words are used in science in another way than in everyday language (e.g., the word 'solution') [23].…”

Section: Theoretical Backgroundmentioning

confidence: 86%

Exploring Pre-Service Chemistry Teachers’ Pedagogical Scientific Language Knowledge

Mönch

Markic

2022

Education Sciences

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Chemish, as the scientific language of chemistry, is essential for communicating in and understanding chemistry. At the same time, Chemish is one of the major difficulties in teaching and learning chemistry in the school context. Although in recent years the importance of language in general and scientific language in particular has been pointed out and much research has been carried out on these topics, less is known about (pre-service) chemistry teachers’ knowledge of teaching and learning the scientific language in chemistry classes. Thus, the research on Pedagogical Scientific Language Knowledge (PSLK) is missing. As this knowledge is crucial for (future) chemistry teachers to teach chemistry, in our survey, we seek to evaluate the extent of 41 pre-service chemistry teachers’ PSLK. The answers are analyzed using qualitative content analysis. Results show that pre-service chemistry teachers’ content knowledge resembles the level of knowledge for higher secondary schools. Likewise, the pre-service chemistry teachers have a lack of incisive pedagogical content knowledge: although recognizing problems within Chemish, the pre-service chemistry teachers hardly address those and do not focus on the characteristics of Chemish while explaining scientific terms. On this basis, implications for further university chemistry teacher education and research will be drawn.

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Section: Theoretical Backgroundmentioning

confidence: 86%

Exploring Pre-Service Chemistry Teachers’ Pedagogical Scientific Language Knowledge

Mönch

Markic

2022

Education Sciences

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“…They also think that rain water in an unpolluted area is neutral or the solution formed after adding an acid and a base is always neutral (Banerjee 1991 ; Hoe and Subramaniam 2016 ; Scerri 2019 ; Schmidt 1991 ). As Quílez ( 2019 ) points out, many of these misunderstandings come from students’ terminological difficulties. Therefore, students do not understand why the degree of acidity or basicity of two acidic or basic solutions is different, although they have the same concentration (Alvarado et al 2015 ).…”

Section: Conventional Acid-base Teachingmentioning

confidence: 99%

Changing How We Teach Acid-Base Chemistry

2020

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We propose explicit and implicit approaches for the teaching of acid-base chemistry based on research into the history and nature of science (NoS). To support these instructional proposals, we identify four rationales for students to understand acid-base processes: daily life, socio-scientific, curriculum, and history of science. The extensive bibliography on misconceptions at all educational levels justifies the need for a change from the usual pedagogical approaches to teaching the acid-base domain (traditionally involving conceptual-focused teaching) to a deeper and more meaningful approach that provides (implicitly or explicitly) a chance to reflect on how scientific knowledge is constructed. Controversial moments in science from 1923, when three researchers (Bronsted, Lowry, and Lewis) independently enunciated two theories from two different paradigms (dissociation and valence electron), underpin our first sequence with an explicit NoS approach for both lower secondary school and upper secondary or university levels. Our inquiry teaching cycle promotes the transformation of a hands-on activity (using cabbage as an indicator) into an inquiry, and subsequently, we use an historical model to propose a sequence of activities based on the modeling cycle of Couso and Garrido-Espeja for lower secondary school. Finally, we identify some implications for a model-focused teaching approach for upper secondary and university levels using more sophisticated models.

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“…One reason is the inaccurate use of instructional media used by teachers (Agustin, Bektiarso, & Bachtiar, 2018). Thus, it causes students' difficulty in learning the concept of chemistry (Arifin, Yanti, Silaban, & Tarigan, 2019;Melati, 2011;Quílez, 2019). Efforts in overcoming this are optimally improving the quality of learning (Rahma, Solehah, & Mashuri, 2019).…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality-based Media on Molecular Hybridization Concepts Learning

Irwansyah

Asyiah

Farida

2019

Tadris

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Students' problems in understanding of the hybridization process need to be overcome by using interactive media. Therefore, this study aimed to analyze the results of the validation test and the feasibility test of learning media based on Augmented Reality (AR) on the concept of hybridization. The research method used was the Design-based Research (DBR) method based on technology that supports the learning process within two stages, namely the analysis stage and the design and development stage. Data collecting instruments used were a validation test questionnaire and a limited trial sheet. The media was validated by 3 expert lecturers and 10 respondents of Chemical Education Department students at UIN Sunan Gunung Djati Bandung, Indonesia. Overall validation test results obtained an average value of robserved of 0.88. The validation test obtained a value above 0.30, which showed that the learning media was valid and can be used for the limited trial. The limited trial obtained an average value of 88.59 % within a feasible category. This research concluded that AR learning media on the concept of hybridization is appropriate to be used as teaching material in the learning.

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A categorisation of the terminological sources of student difficulties when learning chemistry

Cited by 22 publications

References 320 publications

Exploring Pre-Service Chemistry Teachers’ Pedagogical Scientific Language Knowledge

Exploring Pre-Service Chemistry Teachers’ Pedagogical Scientific Language Knowledge

Changing How We Teach Acid-Base Chemistry

Augmented Reality-based Media on Molecular Hybridization Concepts Learning

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