Abstract
The paper goal was to analyse the typical mistakes in the learning of the university course of inorganic chemistry, determine the origin of misconceptions and estimate the effectiveness of the use of computer simulations to correct false chemical concepts. Ten problems that are the most typical for students were revealed. One of the leading causes of their occurrence is the failure of many students to form mental relationships between different levels of representation of chemical knowledge - microscopic, macroscopic and symbolic. Other reasons include an insufficient understanding of the material, the incompleteness of the knowledge of the microscopic basis of processes, and inability to work with different models, including misunderstanding of their purpose and constraints. NetLogo programming environment was used for students’ self-administering tests to study gas laws. Scope for the usage of NetLogo models was estimated in correcting of incorrectly formed conceptions of the chemical knowledge. Independent work with NetLogo models facilitates the formation of stable relationships between multiple levels of representation of chemical information. It improves an understanding of the studied topic fundamentally, and this holds for all students practically independently of their grounding level in chemistry. The introduction of computer simulation into the practice of teaching chemical subjects shows promise. Still, it requires the solution of several scientific, methodological, logistical and organisational issues.
Highlights
Incorrect chemical concepts are observed fairly often among university students ([16], [28], [30])
The paper goal was to analyse the typical mistakes in the learning of the university course of inorganic chemistry, determine the origin of misconceptions and estimate the effectiveness of the use of computer simulations to correct false chemical concepts
Independent work with NetLogo models facilitates the formation of stable relationships between multiple levels of representation of chemical information
Summary
Incorrect chemical concepts are observed fairly often among university students ([16], [28], [30]). Such a conclusion is based on the experience of teaching basic chemical disciplines at institutes of higher education and follows from the analysis of the nature of students’ wrong answers in examination papers. A large proportion of incorrect answers (for example, >50%) is observed among all responses obtained. The origin of chemical misconceptions should be analysed in dynamics when the level of assimilation of chemical knowledge at universities is compared with the results of students at secondary schools ([24], [35]). Determination of the type of chemical bonds or calculations of solubility and pH occurred with a 70% success
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