Students' misunderstandings and misconceptions in college freshman chemistry (general and organic)

Zoller, Uri

doi:10.1002/tea.3660271011

Cited by 162 publications

(144 citation statements)

References 17 publications

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“…Thus, it can be concluded that concept mapping involved students who mastered concept mapping in actively relating new information to prior knowledge resulting in meaningful learning and consequently higher achievement. This situation, however, does not suggest that concept mapping is a solution for all problems in learning chemistry because, as Zoller (1990) suggests, there are chemistry concepts that are abstract, nonintuitive, and not directly interrelated and cannot be taught by using concept mapping.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, there are disagreements between researchers on the effectiveness of concept mapping in chemistry teaching. Zoller (1990), for example, questions the effectiveness of concept mapping in chemistry because many chemistry concepts are abstract, nonintuitive, and not directly interrelated. In contrast, Novak (1994) argues that the problems are not due to the nature of chemistry; problems rather arise from the fact that students learn chemistry by rote and do not recognize key concepts and their relationships.…”

Section: Concept Mappingmentioning

confidence: 99%

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The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry

BouJaoude

Attieh

2008

EURASIA J MATH SCI T

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The purposes of this study were to: (1) examine whether or not the construction of concept maps by students improves their achievement and ability to solve higher order questions in chemistry, (2) investigate the differential effect of the treatment by gender and achievement level, and (3) explore the relationships between performance on concept maps and chemistry achievement. Participants were 60 tenth-grade students randomly divided into two groups. The study spanned six weeks in a class that met five times a week. The material covered was acid-base titration and equilibrium in weak acids. The students were pre-and post-tested using a teacher-constructed chemistry test. Results showed that while there were no significant differences on the achievement total score, there were significant differences favoring the experimental group for scores on the knowledge level questions. Moreover, there were sex-achievement interactions at the knowledge and comprehension level questions favoring females and achievement levelachievement interactions favoring low achievers. Finally, there were significant correlations between students' scores on high level questions and the convergence and total concept map scores.

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Section: Discussionmentioning

confidence: 99%

Section: Concept Mappingmentioning

confidence: 99%

The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry

BouJaoude

Attieh

2008

EURASIA J MATH SCI T

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“…Chemsitry curriculum generally combines numerous abstract concepts in which they are the center of learning Chemistry and any other disciplines [1]. These concepts are essential because advanced chemistry or science concept or science theory are not easy to be understood if the underlying concepts are not really understandable for the students ( [2], [3], [4], [5]). The abstracts characteristics in Chemistry along with the difficulties in other learning content (i.e.…”

Section: Introductionmentioning

confidence: 99%

Critical thinking skills profile of high school students in learning chemistry

Utami

Saputro

Ashadi

et al. 2017

Int. J. Sci. Appl. Sci.: Conf. Ser.

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Abstract. Critical thinking skill is the priority in the goals of education. In this case, the critical thinking has the higher process, such as analyzing, synthesizing, evaluating, drawing conclusion and reflecting which enables the individual to make the reasonable assessment both in the classroom and in the daily life. This research is aimed to determine the students' critical thinking skill in learning Chemistry at senior high school. This research used descriptive method in which the instruments were developed based on the indicators of critical thinking skill. The population of this research was 100 students of tenth, eleventh and twelfth grade from senior high schools in Surakarta which was chosen using cluster random sampling technique. The result of the research shows that the students of tenth, eleventh and twelfth grade have adequate critical thinking skills.

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“…Choose language (spoken and written) carefully and pay particular attention to students' speaking and writing, offering gently constructive suggestions for better words and turns of phrase. Engage in Socratic dialectic to "unteach" misconceptions, replacing them with proper alternatives (Zollar 2011). …”

Section: Tackling Preconceptions Head-onmentioning

confidence: 99%

Avoiding the Pitfall of Progress and Associated Perils of Evolutionary Education

Werth

2012

Evo Edu Outreach

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People reflexively see all change as implying inevitably increasing progress and complexity. This expected directionality is especially observed in students' views of living things, with some species envisioned as "higher" or more evolved. Students tend naturally to see all evolutionary change as adaptive, progressive, optimal, and teleological, with improvement achieved as needed or desired by organisms (if not as planned in advance). Following an extended outline of many interrelated ways, this basic yet unfortunately widespread and deep-seated misconception of evolutionary thinking ensnares students and hinders proper understanding of the actual pattern and process of evolution, a more useful pedagogical approach is presented. A strategy that involves eliciting preconceptions, engaging in numerous counterexamples, and continually reinforcing an alternative view is generally effective. This is best achieved by tackling the misconception of progress head-on, with an active learning model that forces students to come up with substitute explanations. Several examples of exercises and activities to combat the universal and automatically intuitive inclination toward teleological notions of progress are given, including analyses of paleontology, ecology, biochemistry, development, and systematics.

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Students' misunderstandings and misconceptions in college freshman chemistry (general and organic)

Cited by 162 publications

References 17 publications

The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry

The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry

Critical thinking skills profile of high school students in learning chemistry

Avoiding the Pitfall of Progress and Associated Perils of Evolutionary Education

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