Network representations of knowledge about chemical equilibrium: Variations with achievement

Abstract

This study examined variation in the organization of domain-specific knowledge by 50 Year-12 chemistry students and 4 chemistry teachers. The study used nonmetric multidimensional scaling (MDS) and the Pathfinder network-generating algorithm to investigate individual and group differences in student concepts maps about chemical equilibrium. M D S was used to represent the individual maps in twodimensional space, based on the presence or absence of paired propositional links. The resulting separation between maps reflected degree of hierarchical structure, but also reflected independent measures of student achievement. Pathfinder was then used to produce semantic networks from pooled data from high and low achievement groups using proximity matrices derived from the frequencies of paired concepts. The network constructed from maps of higher achievers (coherence measure = 0.18, linked pairs = 294, and number of subjects = 32) showed greater coherence, more concordance in specific paired links, more important specific conceptual relationships, and greater hierarchical organization than did the network constructed from maps of lower achievers (coherence measure = 0.12, linked pairs = 552, and number of subjects = 22). These differences are interpreted in terms of qualitative variation in knowledge organization by two groups of individuals with different levels of relative expertise (as reflected in achievement scores) concerning the topic of chemical equilibrium. The results suggest that the technique of transforming paired links in concept maps into proximity matrices for input to multivariate analyses provides a suitable methodology for comparing and documenting changes in the organization and structure of conceptual knowledge within and between individual students.

Molecular-equilibrium problems: Manipulation of logical structure and of M-demand, and their effect on student performance

“…Camacho and Good (1989) studied the problem-solving behaviors of experts and novices engaged in solving chemical-equilibrium problems, and reported that unsuccessful subjects had many knowledge gaps and misconceptions about chemical equilibrium. Wilson (1994) examined the network representation of knowledge about chemical equilibrium, and found that the degree of hierarchical organization of conceptual knowledge (as demonstrated in concept maps constructed by the students) varied, and that the differences reflect achievement and relative experience in chemical equilibrium. Similar findings have previously been reported by Gussarsky and Gorodetsky (1988).…”

Exploring visuospatial thinking in chemistry learning

“…Research on students' conceptions about matter (Andersson, 1990;Stavy, 1991;Taber, 1998), substances (Solomonidou & Stavridou, 2000), particles , stoichiometry (Huddle & Pillay, 1996;Tingle & Good, 1990), and chemical equilibrium (Hackling & Garnett, 1984;Wilson, 1994) will not be discussed in detail. Rather, our review will center on students' difficulties comprehending, interpreting, translating, and transforming visual representations in chemistry.…”

The relationship between task structure and collaborative group interactions in a synchronous peer interaction collaborative learning environment for a course of Physics

“…Researchers in this area (e.g. Wilson 1994) have argued that concept maps provide a measure of structural knowledge. In other words, there may be a correlation between what is inherently known by the learner and the external representation of this knowledge as a concept map.…”