Analysis of biochemistry students’ graphical reasoning using misconceptions constructivism and fine-grained constructivism: why assumptions about the nature and structure of knowledge matter for research and teaching

Abstract

In this work, we discuss the importance of underlying theoretical assumptions in research, focusing on the conclusions reached when analyzing data from a misconceptions constructivist (stable, unitary) perspective in contrast...

Identification and Analysis of Students' Misconceptions Using Three-Tier Multiple Choice Diagnostic Instruments on Thermochemistry Topic

“…It is due to if chemical concepts are not well understood, students will have learning difficulties. In classroom, students sometimes do not include new concepts being taught, but depending on the context that already exists in students' minds (Rodriguez & Towns, 2021). Thus, the new concept finally stands alone and has no meaning, and is not related to other concepts (Kaltakci-gurel et al, 2017;Sreenivasulu et al, 2013).…”

How the Cereal Crumbles

“…The cereal analogy provides a visual representation of submicroscopic matter, which is important for comprehending concentration (de Berg, 2012), and we recommend using a tactile analogy, whether cereal or any of the other various analogies, to bolster instruction on this fundamental concept. Finally, because assessments and their interpretations may be biased (Rodriguez & Towns, 2021), we recommend using student assessments that allow for an evaluation of student reasoning, both in the context of the activity at hand, and in assessing underlying concepts.…”

“…Additionally, a small number of students described the act of graphing as helpful, and a similar number described the act of graphing as unhelpful (Figure 1). Understanding the reasons for student attitudes about graphing is beyond the scope of this study, though challenges could include interpreting graphs with less familiar axis values (i.e., rates) and object-oriented thinking about Michaelis-Menten plots (Rodriguez & Towns, 2021).…”

The use of frameworks in chemistry education research

“…That said, theoretical frameworks are important because different theoretical frameworks may lead to different approaches toward data interpretation, with implications for methodological choices, conclusions reached, and the resulting suggestions made to researchers and practitioners. This has been illustrated across DBER, with various studies applying different theoretical frameworks to the same dataset, illustrating how different frameworks lead to different predictions, explanations, and inferences related to students' reasoning (e.g., Elby, 2000;Southerland et al, 2001;Harrer et al, 2013;Gouvea and Simon, 2018;Lira and Gardner, 2020;Rodriguez and Towns, 2021). In this sense, we can view a theoretical framework as a model that we use to explain and predict phenomena, recognizing that often there are multiple models to describe the same phenomenon, such as different perspectives related to the nature and structure of knowledge (Elby, 2000;Rodriguez and Towns, 2021).…”

“…This has been illustrated across DBER, with various studies applying different theoretical frameworks to the same dataset, illustrating how different frameworks lead to different predictions, explanations, and inferences related to students' reasoning (e.g., Elby, 2000;Southerland et al, 2001;Harrer et al, 2013;Gouvea and Simon, 2018;Lira and Gardner, 2020;Rodriguez and Towns, 2021). In this sense, we can view a theoretical framework as a model that we use to explain and predict phenomena, recognizing that often there are multiple models to describe the same phenomenon, such as different perspectives related to the nature and structure of knowledge (Elby, 2000;Rodriguez and Towns, 2021). Thus, criteria related to robust scientific models [e.g., consistency with data, explanatory and predictive power, etc.…”