Analytical Chemistry Laboratory Qualitative Analysis Process Examination: Links Between Experimental Data and Calculations

Abstract

Analytical chemistry and qualitative-quantitative analysis practices have an important place in chemistry education. Operations such as experimental steps in volumetric analysis, reactions, and determining the amount of matter require problem-solving and higher-order thinking skills due to mathematical calculations. Students have difficulty and anxiety in making calculations in the volumetric analysis. This research aimed to examine the ability of chemistry teacher candidates to use the data obtained from the neutralization titration experiments in the calculation of the experimental result and to analyze the effects of information obtained from experiments on solving volumetric analysis problems. The sample of the study consisted of 13 chemistry teacher candidates studying in the chemistry teaching program of a state university. The research employed a descriptive survey model. Experiment data sheets and question solutions were taken as written answers. As a result of the research, it is noteworthy that the teacher candidates have problems in calculating the results of the experiment, and this has been overcome with increasing applications.

Strategies Undergraduate Students Use to Solve a Volumetric Analysis Problem before and after Instruction

“…In an investigation into the problem-solving of first-year undergraduate science students, performance on a question in which the molar ratio was 1:2 more than doubled when a balanced equation was given as the number of students assuming a 1:1 ratio declined. In a different investigation, teacher candidates wrote balanced equations as part of their problem-solving strategy . It is interesting to note that teachers, and teacher candidates, seem to include this initial step far more frequently than students when showing their work, and that students, even after instruction, often omit it.…”

“…Investigations into student understanding of mole quantities, mole concentrations, solutions, and solution stoichiometry have included high school students, , college students, − analytical chemistry students, teacher candidates, , graduate students, and teachers . In these investigations, a wide range of methods have been used, including surveys and questionnaires, problems in multiple-choice and open-response format, analysis of written work, think aloud protocols, interviews, and activities connected to laboratory experiments.…”

“…In investigations involving chemistry teacher candidates, Alkan , also included a laboratory component and compared problem-solving for a titration with 1:1 molar ratio (NaOH and HNO 3 ) with titrations with other ratios by including H 2 SO 4 and H 3 PO 4 in written response questions and semistructured interviews. Errors in written work included assuming a 1:1 ratio when it did not apply, unit conversions, and identifying H 2 SO 4 as a weak acid and concluding a smaller volume of NaOH would be needed to neutralize it.…”

“…Anamuah-Mensah, having observed that students use different strategies, proposed that “teachers should emphasize possible alternate routes to the solution of chemical problems so as to cater for the different learning styles or processing abilities of their students” (page 768). A very different recommendation has been to provide a single comprehensive problem-solving flowchart that students follow. , …”

Integration of Islamic Religious Education Values in Biology Subjects in High Schools

“…Langkah ini dilakukan karena sesuai dengan karakteristik data penelitian yang mengharuskan analisis secara kualitatif (Onwuegbuzie et al, 2012;Lester et al, 2020). Langkah operasional yang dilakukan dalam hal ini ialah melalui data reduction (Reduksi data), Data Display (penyajian data), Conclusing drawing/verification dan Triangulasi (Bengtsson, 2016;Alkan, 2021).…”