Between Symbols and Particles: Investigating the Complexity of Learning Chemical Equations

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10481659" target="_blank" >RIV/00216208:11410/24:10481659 - isvavai.cz</a>

Result on the web

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=GE1uhQokY4" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=GE1uhQokY4</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/educsci14060570" target="_blank" >10.3390/educsci14060570</a>

Result language

angličtina

Original language name

Between Symbols and Particles: Investigating the Complexity of Learning Chemical Equations

Original language description

This study explores the pedagogical challenges in teaching chemical equations, focusing on the ability to balance chemical equations and understanding related basic chemical concepts among chemistry teacher students. Based on Johnstone&apos;s representation theory, we examined the efficacy of digital tools designed to enhance equation-balancing skills. The key findings of this study seem to be the disconnection between students&apos; procedural proficiency in balancing equations and their conceptual understanding of underlying chemical reactions. Surprising was the relatively low ability to balance chemical equations when compared to the expected level of upper-secondary school students. An analysis of the results showed that students could be distinguished into four different groups of solvers based on their total score and solving time: efficient, persistent, impulsive, and inefficient solvers. Utilizing an eye-tracking study, the findings reveal a predominant reliance on symbolic representations, with additional sub-microscopic representations provided by digital applets failing to significantly improve equation-balancing capabilities. This reliance potentially hinders students&apos; ability to conceptualize reactions at the particulate level, impacting overall chemistry comprehension. This study underscores the need for a pedagogical shift toward integrating multiple representations into chemical education to bridge the gap between procedural skills and deep conceptual understanding. By highlighting the limitations of current teaching approaches and the use of digital tools, this research contributes to improving chemical education strategies, fostering a more integrated and nuanced understanding of chemical principles among students.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Education Sciences

ISSN

2227-7102

e-ISSN

2227-7102

Volume of the periodical

14

Issue of the periodical within the volume

6

Country of publishing house

CH - SWITZERLAND

Number of pages

26

Pages from-to

570

UT code for WoS article

001255813900001

EID of the result in the Scopus database

2-s2.0-85197167674