Student's understanding of chemical equilibrium as revealed by algorithmic and conceptual problems

Richard C Mitchell, Purdue University

Abstract

This study investigated the conceptual and algorithmic problem-solving understanding of secondary students in chemistry in the context of chemical equilibrium. Previously, Nakhleh and Mitchell (1993) probed the differences in performance between algorithmic and conceptual problem-solving questions among chemistry majors. This study extends that research into the secondary level and to the topic of chemical equilibrium. A teaching intervention was used to study possible changes in the conceptual understanding of chemical equilibrium by Advance Placement (A.P.) Chemistry students in a midwestern high school. Three data sources were used: follow-up posttests, problem-solving interviews, and concept maps. The experimental and control groups demonstrated no significant difference in the initial and final concept maps drawn by the students when evaluated for chemical equilibria concepts. The experimental group does, however, post significantly different scores on the student-drawn concept maps when evaluated for the use of particle terminology. It appears that the teaching experiments may have contributed to an increased understanding of the particle nature of reactants and products involved in chemical equilibria systems. The problem-solving interviews provided an effective analysis of the participants' understanding of chemical equilibria and their conceptual understanding of the topic. While demonstrating that the teaching experiments had little effect on the problem-solving methodologies of the participants in either control or experimental groups, several patterns of problem-solving common to both groups and important to the research base were elicited from the data.

Degree

Ph.D.

Advisors

Nakhleh, Purdue University.

Subject Area

Science education|Secondary education|Educational evaluation

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