Abstract
The purpose of this research was to determine the heuristics used by pre-service science teachers in understanding the details of hydrogen bonding. The reasoning processes demonstrated were evaluated based on ten heuristic models suggested by Talanquer (2014). Phenomenographic assessment of the 30 participants indicated that all ten heuristics were utilized to make interpretations about hydrogen bonding. It was found that most students used short-cut strategies rather than efficient analytical reasoning processes. A total of 12 answer patterns were determined based on the answers of the participants. The percentage of students who gave the correct answer was low. The frequency sequencing of participants' heuristics demonstrated in this study was fluency, associative activation, recognition, one-reason decision making, attribute substitution, overconfidence, surface similarity, generalization, rigidity, and affect.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
