Is case-based learning an effective teaching strategy to challenge students’ alternative conceptions regarding chemical kinetics?

Yalçınkaya, Eylem; Kırık, Özgecan Taştan; Boz, Yezdan; Yıldıran, Demet

doi:10.1080/02635143.2012.698605

Cited by 47 publications

(58 citation statements)

References 32 publications

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“…Another misconception found is that an increase in temperature increases the activation energy and this leads to an increase in reaction rate. This misconception is also in keeping with the previous findings [41][42]. One incomprehensible idea uncovered in this study is that the higher the temperature, the stronger the attractive forces between different molecules.…”

Section: Effect Of Temperature On Rate Of Reactionsupporting

confidence: 91%

“…A few students claimed that temperature does not affect the reaction rate. This misconception is in line with the previous finding [36,41]. Surprisingly several students stated that the lower the temperature, the higher the reaction rate.…”

Section: Effect Of Temperature On Rate Of Reactionsupporting

confidence: 83%

“…Up until now, there has been little published in the literature to explain students' misconceptions regarding the rate law. However, the way in which some popular textbooks introduce the concept of the rate law has provided some interesting results [41], and this study could be used as a starting point for further exploration of the topic.…”

Section: The Rate Lawmentioning

confidence: 94%

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Development and Validation of a Four-Tier Diagnostic Instrument for Chemical Kinetics (FTDICK)

Habiddin

Page

2019

Indones. J. Chem.

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The present study outlines the development and validation of a four-tier diagnostic instrument to explore first year undergraduate students’ understanding of chemical kinetics (FTDICK). The four-tier instrument is a recent format and has been applied only sparsely in a limited number of subject areas, not including chemical kinetics. This study confirms the importance of a four-tier approach in fully investigating students’ poor knowledge and understanding. The FTDICK described here involves 20 questions with a confidence level linked to both the question tier and the reason tier. The development of the instrument followed the procedure used for the two-tier instrument developed by Treagust and involves (1) testing & interviewing, (2) identifying & collecting students’ unscientific ideas, (3) developing the prototype FTDICK, (4) validating the prototype FTDICK, and (5) developing the final FTDICK. The initial steps revealed a number of areas of misconceptions to be explored in the final instrument. The instrument has been developed and the prototype tested using international cohorts of students from the University of Reading, UK and two Indonesian Universities. Comprehensive item analysis on the results showed the instrument to be valid and reliable and suitable for identifying students’ understanding of chemical kinetics. This study confirms the importance of a four-tier approach for investigating students’ prior knowledge and understanding.

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Section: Effect Of Temperature On Rate Of Reactionsupporting

confidence: 91%

Section: Effect Of Temperature On Rate Of Reactionsupporting

confidence: 83%

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Development and Validation of a Four-Tier Diagnostic Instrument for Chemical Kinetics (FTDICK)

Habiddin

Page

2019

Indones. J. Chem.

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“…Some believed that catalysts make the reactions faster without requiring energy. These misunderstandings revealed by earlier researches (Balci, 2006;Cakmakci, 2005;Yalçınkaya, Taştan-Kırık, Boz, & Yıldıran, 2012). In the interview student B stated that we can cook meals with lower heat by using catalyst.…”

Section: Resultsmentioning

confidence: 90%

Determining Students’ Conceptual Understanding Level of Thermodynamics

Sarıçayır

Çömek

et al. 2016

Journal of Education and Training Studies

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Science students find heat, temperature, enthalpy and energy in chemical reactions to be some of the most difficult subjects. It is crucial to define their conceptual understanding level in these subjects so that educators can build upon this knowledge and introduce new thermodynamics concepts. This paper reports conceptual understanding levels of high school students of common thermodynamics subjects such as heat, temperature, enthalpy and energy changes in chemical reactions. The sample of the study was composed of 418 randomly selected students from 11 different high schools. A cross sectional survey model was employed in this study. Data were collected through the Conceptual Understanding Test (CUT), which consists of 16 questions. Cronbach's alpha reliability coefficient for the test was 0.72. Besides, interviews were conducted with 10 students to get qualitative data about their beliefs on the subject. The results of the study indicated that students' level of conceptual understanding in thermodynamics concepts is very low. It was observed to be especially low for the concepts of (1) relationship between energy, enthalpy and bonds in chemical reactions, (2) energy and catalysts in chemical reactions, (3) changes in heat, temperature and enthalpy during change of state, and (4) the relationship between heat, temperature, mass and specific heat. Most of the students in this study do not fully understand common thermodynamics concepts although they have been studying these topics since primary school.

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“…Sesetengah eksperimen hanya memerlukan 8-10 peserta kajian sahaja dengan syarat eksperimen tersebut mempunyai kawalan yang tinggi (McMillan & Schumacher 2010). Terdapat kajian yang menggunakan reka bentuk ujian pra-pasca kumpulan kawalan tidak seimbang dengan saiz sampel kecil, iaitu n < 30 (Tanious 2012;Yalçınkaya et al 2012;Hmelo et al 1997). …”

Section: Kerangka Pbpunclassified

Perubahan Pencapaian Mata Pelajaran Teknologi Maklumat dan Komunikasi melalui Pembelajaran Berasaskan Projek dengan Scaffolding

Salam¹,

Mailok²,

Ubaidullah³

2015

JEPN

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Is case-based learning an effective teaching strategy to challenge students’ alternative conceptions regarding chemical kinetics?

Cited by 47 publications

References 32 publications

Development and Validation of a Four-Tier Diagnostic Instrument for Chemical Kinetics (FTDICK)

Development and Validation of a Four-Tier Diagnostic Instrument for Chemical Kinetics (FTDICK)

Determining Students’ Conceptual Understanding Level of Thermodynamics

Perubahan Pencapaian Mata Pelajaran Teknologi Maklumat dan Komunikasi melalui Pembelajaran Berasaskan Projek dengan Scaffolding

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