What makes chemistry difficult? Alternate perceptions

Carter, Carolyn S.; Brickhouse, Nancy W.

doi:10.1021/ed066p223

Cited by 68 publications

(66 citation statements)

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“…Chemistry has received far less attention from educational researchers especially when compared to other domains such as physics, biology or mathematics (Anderson, 1986;Carter and Brickhouse, 1989;Kozma and Johnston, 1990;Krajcik, 1991). In general prior research indicates that an expert chemist's understanding of chemical concepts is embedded in a conceptual framework that they have developed over time through the active integration and structuring of concepts about the nature of matter and chemical change.…”

Section: Introducing the Periodic Systemmentioning

confidence: 99%

“…Some indication of the potential source of the problems students faced in learning chemistry can be found in a study that probed differences between students and experts in their perception of chemistry (Carter and Brickhouse, 1989). They found that the most significant difference between experts and novices related to their beliefs about the nature of chemistry.…”

Section: Introducing the Periodic Systemmentioning

confidence: 99%

“…Constructing any instructional framework for teaching the chemistry of the periodic system must take this "same yet not the same" behavior into consideration. This is an area where expert and novice understandings come into serious conflict (as suggested by Carter and Brickhouse (1989)). …”

Section: Introducing the Periodic Systemmentioning

confidence: 99%

“…Students see the construction of the periodic table as being driven by simple rules, with multiple exceptions to these rules (Carter and Brickhouse, 1989;Rich, 1963). However, experts, see the periodic system as being a rich, complex and ill-structured domain-dependent on the interplay of a multitude of concepts and allowing for multiple representational formats.…”

Section: Introducing the Periodic Systemmentioning

confidence: 99%

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Using Hypermedia for Learning Complex Concepts in Chemistry: A Qualitative Study on the Relationship Between Prior Knowledge, Beliefs, and Motivation

Mishra

Yadav

2006

Educ Inf Technol

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This paper reports the results of a qualitative study on the process of learning complex concepts in chemistry by four students as they worked with FLiPS (Flexible Learning in the Periodic System), a cognitive flexibility multi-media hypertext for learning about the periodic system of elements. A wide range of probes (think-alouds; navigation logs; observational notes, interviews; pre-and post-tests; epistemic beliefs survey; and background questionnaire) produced a rich data set for analysis. This data was analyzed to construct rich narrative case-and cross-case narratives of the participants' process of working and learning in this complex hypertext environment. This multi-level analysis offers insight both into the fine-grained process of use as well as the larger issues of the pedagogical significance of FLiPS. Our analysis reveals a complex relationship between epistemic beliefs, student motivation, prior knowledge, and process of learning from hypertext. We offer implications for future research, design and the application of pedagogical hypertexts.

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Section: Introducing the Periodic Systemmentioning

confidence: 99%

Section: Introducing the Periodic Systemmentioning

confidence: 99%

Section: Introducing the Periodic Systemmentioning

confidence: 99%

Section: Introducing the Periodic Systemmentioning

confidence: 99%

See 2 more Smart Citations

Using Hypermedia for Learning Complex Concepts in Chemistry: A Qualitative Study on the Relationship Between Prior Knowledge, Beliefs, and Motivation

Mishra

Yadav

2006

Educ Inf Technol

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“…Students themselves feel that chemistry is a difficult subject (Solomon, 1983;Carter & Brickhouse, 1989). Within chemistry the topic of chemical kinetics has been shown to be difficult for a great nximber of first year college level chemistry students.…”

Section: Introductionmentioning

confidence: 99%

The effects of cognitive style, method of instruction, and visual ability on learning chemical kinetics

Lynch

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This manuscript has been reproduced from the microfilm master. TJMI films the text directly from the original or copy submitted. Thu£, some thesis and dissertation copies are in typewriter &ce, while others may be from any type of computer printer.The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or uidistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction.In the unlikely event that the author did not send UME a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book.

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Usefulness of concept maps in college chemistry laboratories: Students' perceptions and effects on achievement

Markow

Lonning

1998

J. Res. Sci. Teach.

100

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The problem addressed by this study is that first-year college chemistry students learn little of the conceptual material associated with chemistry experiments they perform. The thesis of this research is that the construction of prelab and postlab concept maps help students understand the concepts involved in the experiments they perform. The study was conducted using 32 non-science majors enrolled in a first-year chemistry course. The experimental group constructed prelab and postlab concept maps, while the control group wrote essays explaining the conceptual chemistry of the four experiments used in this study. Both groups took 25-item achievement tests 1 week after each experiment. Prelab and postlab concept maps were scored and evaluated for significant differences. Five students were interviewed to investigate their perceptions regarding the usefulness of concept maps in chemistry laboratories. No significant differences were found between treatment groups with respect to students' conceptual understanding as determined by the multiple choice achievement tests. Students responded very positively toward the use of concepts maps in the laboratory. They felt strongly that constructing prelab and postlab concept maps helped them understand the conceptual chemistry of the experiments.

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What makes chemistry difficult? Alternate perceptions

Abstract: Providing a way in which students can communicate honestly about their difficulties in chemistry can provide valuable information to the instructor about the context students impose upon their chemistry course.

Cited by 68 publications

References 0 publications

Using Hypermedia for Learning Complex Concepts in Chemistry: A Qualitative Study on the Relationship Between Prior Knowledge, Beliefs, and Motivation

Using Hypermedia for Learning Complex Concepts in Chemistry: A Qualitative Study on the Relationship Between Prior Knowledge, Beliefs, and Motivation

The effects of cognitive style, method of instruction, and visual ability on learning chemical kinetics

Usefulness of concept maps in college chemistry laboratories: Students' perceptions and effects on achievement

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