From Symbols to Chemistry: Mapping Students’ Ability to Work with Chemical Formulas and Their Understanding of Underlying Chemistry Concepts

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10471190" target="_blank" >RIV/00216208:11410/22:10471190 - isvavai.cz</a>

Výsledek na webu

<a href="https://pages.pedf.cuni.cz/pbe/files/2023/09/ConferenceProceedings_PBE2022_final.pdf" target="_blank" >https://pages.pedf.cuni.cz/pbe/files/2023/09/ConferenceProceedings_PBE2022_final.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

From Symbols to Chemistry: Mapping Students’ Ability to Work with Chemical Formulas and Their Understanding of Underlying Chemistry Concepts

Popis výsledku v původním jazyce

This study focused on connections between students&apos; ability to work with chemical equations and knowledge of relevant underlying concepts. Through a series of tests and tasks, it was tested how knowledge and skills in one area translate into others. The results showed that even freshman university chemistry students did not achieve the expected results and had significant gaps in their understanding of fundamental chemical concepts. The tests including questions about students&apos; knowledge of concerned concepts have not proven to be sufficient to differentiate student achievement reliably. The results also showed that the sub-microscopic level of the phenomena addressed is problematic for students, who tend to cling to the symbolic.

Název v anglickém jazyce

From Symbols to Chemistry: Mapping Students’ Ability to Work with Chemical Formulas and Their Understanding of Underlying Chemistry Concepts

Popis výsledku anglicky

This study focused on connections between students&apos; ability to work with chemical equations and knowledge of relevant underlying concepts. Through a series of tests and tasks, it was tested how knowledge and skills in one area translate into others. The results showed that even freshman university chemistry students did not achieve the expected results and had significant gaps in their understanding of fundamental chemical concepts. The tests including questions about students&apos; knowledge of concerned concepts have not proven to be sufficient to differentiate student achievement reliably. The results also showed that the sub-microscopic level of the phenomena addressed is problematic for students, who tend to cling to the symbolic.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název statě ve sborníku

Project-based and other student-activation strategies and issues in science education XX.

ISBN

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ISSN

2695-0626

e-ISSN

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Počet stran výsledku

9

Strana od-do

213-221

Název nakladatele

Univerzita Karlova, Pedagogická fakulta

Místo vydání

Praha

Místo konání akce

Praha

Datum konání akce

3. 11. 2022

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

001328097000022