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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Education Sciences

ISSN

2227-7102

e-ISSN

2227-7102

Svazek periodika

14

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

26

Strana od-do

570

Kód UT WoS článku

001255813900001

EID výsledku v databázi Scopus

2-s2.0-85197167674