Ontological categorization in chemistry: A basis for conceptual change in chemistry
Abstract
It is known that many students construct inappropriate understandings of fundamental chemistry concepts, commonly referred to as misconceptions. These misconceptions have been well documented in literature. Current theory holds that in order to remove misconceptions, conceptual change must occur. Some type of conceptual changes are easy to induce, others are more difficult. From work done in physics, Chi et al. have proposed a theory of conceptual change to explain why some kinds of conceptual changes are more difficult than others. She states that “it is the ontological status of a student's initial conception of such (physics) concepts which renders them difficult to learn, since acquiring the true conception requires a shift in ontological status (radical conceptual change).” This work presents the results of a study investigating the basic ontological categories in chemistry. Changes in these ontologies with increasing chemical understanding were examined. The results presented indicate differences between novice and expert categorization of chemistry concepts that can are considered to be mental states by experts. This work will have implications for the way chemistry is taught.
Degree
Ph.D.
Advisors
Robinson, Purdue University.
Subject Area
Science education|Chemistry
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