Misconceptions In Chemistry Research Articles

Systematic Literature Review: Analysis of Misconception Problems and Diagnostic Instruments for Learning Chemistry

This research aims to analyze research trends in Chemical misconceptions in chemistry learning and diagnostic instruments used. The research method used in this research is a systematic literature review (SLR). The database obtained was 16 articles selected from the Scopus and Google Scholar databases with Publish or Perish (PoP). The results of the research found were the majority of students experienced misconceptions in learning chemistry caused by errors in preconceptions and abstract thinking concepts in the material, the method used to analyze the misconceptions found was a two-level, three-level, four-level diagnostic instrument, multiple choice, and semi-open tests and The misconceptions found in chemistry materials are acid-base, reaction rate, chemical equilibrium, chemical bonding, salt hydrolysis, and buffer solution.

Особливості хімічного експерименту в умовах вимушеного дистанційного навчання

The article focuses on the study of online learning at school, the problems that arose during the school experiment and its impact on the quality of the acquired knowledge. The issue of the quality of knowledge obtained by means of distance learning, the organization of online practical and laboratory work, and the search for methods of diagnosing the quality of knowledge are quite relevant and in demand. The purpose of the study was to establish the level of quality of studying chemistry in the conditions of distance learning and to determine the factors affecting the success of students. The main tasks: to conduct a qualitative observation of the methods of conducting laboratory and practical work (experiments) during online classes and the attitude of students to distance learning and to study the influence of practical and laboratory work (experiments) in chemistry on the quality of knowledge and the identification of students' misconceptions in chemistry that arose during distance learning. It was established that the main common problems for chemistry teachers were finding ways to conduct laboratory and practical work, identifying false (false) ideas and diagnostic tools. According to the results of the student survey, the main disadvantages of distance learning in general and conducting laboratory-practical classes in particular were determined: loss of direct contact, problems with the Internet, lack of light, understanding of the material, lack of skills in working with laboratory equipment, inability to manage time, unfair assessment, as well as the fact that that teachers conduct classes too quickly, leaving no time for questions and discussion. This, obviously, reduces interest in disciplines, understanding of certain concepts and quality of knowledge and level of success. Increasing the share of school and home experiments in chemistry contributed to interest in the subject, understanding of the topic and had a positive effect on the quality of knowledge. According to the results of four knowledge controls, positive dynamics were observed: the average increase was 0.66 points: from 0.2 (for 7th grade students) to 1.1 points (for 11th grade students). The use of conversations and various multi-level tests allows not only to discover which ideas and knowledge students have, but also to understand what actions need to be taken to eliminate them.

The Effectiveness of Remediation Learning Strategy in Reducing Misconceptions on Chemistry: A Systematic Review

Misconceptions are defined as wrong ideas or views of a person's concept different from the scientific concepts formulated by experts in their field. It must be reduced immediately so as not to hinder the process of understanding the next interconnected matter. Reducing students' misconceptions can be done through remedial learning. This study aimed to describe the phase in processing information that causes students' misconceptions based on learning theory, describe the implementation of an effective remedial learning strategy to reduce misconceptions in chemistry, and describe learning media that can be integrated into remedial learning in chemistry. The method used in this study was the systematic literature review (SLR) by searching articles on the electronics journal database. The database used in this study was ERIC, Google Scholar, and Sinta from 2011 to 2021. Seventeen articles were found in 14 indexed journals (Scopus and Sinta). The data was analyzed by collecting the related articles, reducing them based on the research focus, displaying the data, and concluding. The result showed that students build their understanding through assimilation and accommodation. The disequilibrium between both of these aspects causes a misconception. It must be reduced immediately through remedial learning. Six remedial learning strategies can reduce misconceptions in chemistry effectively, i.e., POE, Guided Inquiry, MRCD, Ember, Conceptual Learning, and ECIRR. This effectiveness is due to the phase of creating cognitive conflict. Integrating Information and Communication Technology (ICT) interactive media in implementing remedial learning strategies has a positive impact because interactive media can visualize abstract concepts. Hence, the cognitive accommodation phase is more effective.

Identification of Misconceptions in Chemical Bonding Materials Using Three Tier Diagnostic Test

Chemistry learning focuses on understanding concepts, thus students who get difficulty understanding the concepts of chemistry learning will experience conceptual mistakes, especially abstract concepts such as chemical bonds. Students' difficulty understanding the material of chemical bonds can occur due to misconceptions. The misconceptions will hinder the construction and assimilation of new knowledge in students and thus students will experience difficulties in learning chemistry. To address such issue, an instrument for detecting misconceptions in chemistry is necessary to find out the misconceptions that occur among learners. The identification of such emerging misconceptions in understanding the subject matter can be analyzed using a three-tier multiple-choice diagnostic test. The present study was carried out to determine the presence or absence, and the percentage of misconceptions regarding chemical bonding material using the Three Tier Test diagnostic test. Conducted through purposive sampling technique, this research-based paper is a type of qualitative research with a descriptive approach. The research instrument uses a three-tier test objective test. The data obtained was analyzed descriptively for each student's response by using students' level of understanding list. In general, the results obtained in this line of research showed that; (1) Indicator 1, student misconceptions were 91.17% (2) Indicator 2, student misconceptions were 64.14%, (3) Indicator 3, student misconceptions were 67.64%, (4) Indicator 4, student misconceptions were 76.47%. (5) Indicator 5, students' misconceptions were 63.23%. By way of conclusion, the present project argues that there were misconceptions that occured in students of SMA Negeri 1 Class X Teluk Kuantan on the chemical bonding material, with the percentage 72.53% students experiencing misconceptions, 14, 98% students do not understand the concept, and the rest 12.48% students understand the concept of chemical bonding.Keywords: misconception, diagnostic test, three tier test

IDENTIFIKASI KESULITAN DAN MISKONSEPSI KIMIA UMUM PADA MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS HKBP NOMMENSEN

Characteristics of chemical materials are (1) Abstract, (2) Complex and multidisciplinary, (3). Involves analytical arithmetic operations. The transition from high school to university level is a learning process that is quite difficult if it is not accompanied by the right understanding. Understanding the concept of chemical materials obtained from high school, when studied at the university level, different meanings are obtained. This different understanding is what we often call misconceptions. Therefore, to find out the misconceptions that occur in students is a necessity and need for lecturers or teachers, so that they can be used as guidelines and guidance to deal with these misconceptions. This study was conducted to identify the percentage level of difficulty and general chemistry misconceptions for students of mathematics education at the University of HKBP Nommensen, using a random sampling technique. This research was carried out in 5 stages, namely (1). Creating a four-tier test diagnostic instrument; (2) Judgment of instruments by experts; (3) Data collection and interviews (4). Data processing and analysis, (5). Conclusion. Based on the results of data analysis and identification results in this study, the category of student conceptions in the Acid-Base solution material is the percentage of students who experience several categories of conception, namely understanding concepts, understanding partially, misconceptions, not understanding concepts and cannot be coded. The percentage of these categories is as follows; 24% of students fall into the category of understanding concepts, 32% of students fall into the category of partial understanding, 11% of students fall into the category of misconceptions, 30% of students fall into the category of not understanding concepts and 2% of students fall into the category of not being able to code, which means that not all students answered all the questions in the four-tier diagnostic test instrument. There are 2% who did not answer the four-tier diagnostic test.

The Effect of the Contradictory Events Strategy on Modifying Misconceptions in Chemistry for Tenth Grade Students in Palestine

This study aims at investigating the effect of using the discrepant events strategy on modifying the alternative misconceptions in chemistry of 10th grade students compared with the traditional method. The researcher used the semi-experimental method by applying the study to a sample of (74) 10th grade female students in the secondary school of girls in the district of Tulkarem, in the second semester of the academic year (2016/2017). To actualize the purpose of the study, the researcher used the alternative misconceptions test. The analysis of variance (ANCOVA) showed presence of a statistically significant difference between the means of grades of the students on the alternative misconceptions test was in favors of experimental group members. Based on the results, the study recommends that it is important to use this strategy in teaching chemistry because of its role in modifying the student’s misconceptions. Keywords: Alternative Misconceptions, Contradictory Events, Teaching Chemistry.

Misconceptions in chemistry among Finnish prospective primary school teachers – a long-term study

ABSTRACT This study explores prospective primary school teachers’ misconceptions concerning basic concepts in chemistry. The data was gathered during the years 2012–2016 among first-year primary school teachers in Finland (N = 389). The results show that every year, as many as 40%–80% of teachers share the same kinds of misconceptions as children ages 5–12 (depending on the investigated concepts). The results further show that the prospective primary teachers do not develop a solid foundation in chemistry during their school years, indicating that this area should be addressed more effectively in Finnish elementary schools. To raise the quality of school instruction, it is crucial that teacher education curricula consider this when methods of instruction in science courses are developed for prospective primary teachers.

A Forum for the Science Education Community's Continual Self‐Renewal

A Forum for the Science Education Community's Continual Self‐Renewal

Emergence, Learning Difficulties, and Misconceptions in Chemistry Undergraduate Students’ Conceptualizations of Acid Strength

Philosophical debates about chemistry have clarified that the issue of emergence plays a critical role in the epistemology and ontology of chemistry. In this article, it is argued that the issue of emergence has also significant implications for understanding learning difficulties and finding ways of addressing them in chemistry. Particularly, it is argued that many misconceptions in chemistry may derive from students’ failure to consider emergence in a systemic manner by taking into account all relevant factors in conjunction. Based on this argument, undergraduate students’ conceptions of acids, and acid strength (an emergent chemical property) were investigated and it was examined whether or not they conceptualized acid strength as an emergent chemical property. The participants were 41 third- and fourth-year undergraduate students. A concept test and semi-structured interviews were used to probe students’ conceptualizations and reasoning about acid strength. Findings of the study revealed that the majority of the undergraduate students did not conceptualize acid strength as an emergent property that arises from interactions among multiple factors. They generally focused on a single factor to predict and explain acid strength, and their faulty responses stemmed from their failure to recognize and consider all factors that affect acid strength. Based on these findings and insights from philosophy of chemistry, promoting system thinking and epistemologically sound argumentative discourses among students is suggested for meaningful chemical education.

Reconsidering learning difficulties and misconceptions in chemistry: emergence in chemistry and its implications for chemical education

Identifying students' misconceptions and learning difficulties and finding effective ways of addressing them has been one of the major concerns in chemistry education. However, the chemistry education community has paid little attention to determining discipline-specific aspects of chemistry that can lead to learning difficulties and misconceptions. In this article, it is argued that emergence plays a critical role in the epistemology and the ontology of chemistry and hence it should be taken into account for understanding learning difficulties and finding ways of addressing them in chemistry. It is particularly argued that one of the fundamental sources of learning difficulties and chemical misconceptions is learners' failure to understand the emergent nature of chemical entities, their properties, and interactions. In this article, an interpretive analysis framework is suggested for identifying specific learning demands and the sources of learners' misconceptions about the emergent chemical properties and phenomena. Findings from previous research on learners' misconceptions regarding emergent chemical properties are reanalyzed and interpreted through this framework. Inadequacies of typical teaching practices and their consequences are discussed from an emergentist perspective. Finally, implications of the emergentist perspective for more meaningful chemical education are discussed.

Early Chemistry Misconceptions: Status and Implication on Quality of Primary Education in Ethiopia

Misconceptions towards basic chemistry concepts have been identified at all level of chemistry education in recent studies. Such set of early misconceptions about very basic chemistry concepts were even found to be reflected by pre service and experienced in-service teachers. This implies that numerous set of chemical misconceptions kept cycling in the entire educational system. As a result, the entire science educational system is being blamed of producing learners with numerous misconceptions and low conceptual understanding. In fact, the alarmingly declining students’ performance in regional and national examination in Ethiopia (NOE, 2010), for example, could be an indicator of this situation. Moreover, such quality threatening issues are not getting fair stakeholders’ emphasis especially in Ethiopia. It was aimed, therefore, to discuss the status of early misconceptions and its implications. Article visualizations:

Preservice chemistry teachers in action: an evaluation of attempts for changing high school students' chemistry misconceptions into more scientific conceptions

Previous research has revealed that students may hold several misconceptions regarding fundamental topics of chemistry. With the idea that teachers play a critical role in diagnosis and remediation of students' misconceptions, a “course” for preservice chemistry teachers was designed. The purpose of this study was to describe the views and understandings of preservice chemistry teachers on issues related to nature, diagnosis and remediation of misconceptions in the aftermath of this specially designed “course”. This course placed the collaborative, active and reflective practices of preservice teachers at its center. The data sources were self-reflection reports written by preservice teachers at the end of the “course” and high school students' answers to questions regarding some misconceptions after preservice teachers applied their lessons to these students. Results showed that the majority of the participating preservice teachers realized the importance and variety of misconceptions, as well as ways of dealing with them. Also, there is satisfying evidence that many of the high school students' misconceptions changed after the applied lessons.

Review of Essentials of Chemical Education

Chemiedidaktik Heute was published in Germany in 2001 and Essentials of Chemical Education is a translation, with some updating. My impression is that the amount of revision was not large. Not having read the book in German, I cannot say for sure, but of the several hundred references, less than 10% have dates after 2001. One of the more recent references is Misconceptions in Chemistry, with one of the same authors and the same publisher. A very large fraction of the citations are from sources in German, which greatly decreases their utility to monolingual Americans. It is not difficult to find awkward phraseology and a few typos (the first one I noticed is at the end of the first sentence, on page 1 of the Introduction). Those problems, including the fact that Table 5.1 remains entirely in German, is evidence that the book was not carefully edited, but they do not subtract substantially from its utility.

Book Review of Misconceptions in Chemistry: Addressing Perceptions in Chemical Education

This article presents a review of Misconceptions in Chemistry by Hans-Dieter Barke, Al Hazari, and Sileshi Yitbarek.

Organic Chemistry Educators’ Perspectives on Fundamental Concepts and Misconceptions: An Exploratory Study

An exploratory study was conducted with 23 organic chemistry educators to discover what general chemistry concepts they typically review, the concepts they believe are fundamental to introductory organic chemistry, the topics students find most difficult in the subject, and the misconceptions they observe in undergraduate organic chemistry students. The goal of the study was to generate an exploratory overview of current practice in order to spur discussion on organic chemistry curriculum and to encourage further chemical education research on students’ understandings of organic chemistry concepts. While there were some overlaps, the differences found between participant perspectives are striking. In addition, participant perceptions of fundamental concepts of organic chemistry and the concept guidelines set forth by the ACS are notably different. While a number of chemistry misconceptions were noted by the educators, not all of the participants attempted to identify or were even aware of student misconceptions in organic chemistry.

Using distractor-driven standards-based multiple-choice assessments and Rasch modeling to investigate hierarchies of chemistry misconceptions and detect structural problems with individual items

Distractor-driven multiple-choice assessment items and Rasch modeling were used as diagnostic tools to investigate students' understanding of middle school chemistry ideas. Ninety-one items were developed according to a procedure that ensured content alignment to the targeted standards and construct validity. The items were administered to 13360 middle school, high school, and college students from across the USA, and the student data were analyzed using Rasch modeling. A cross-sectional analysis was performed to examine the progression of understanding of chemistry from middle school to college and revealed an overall increase in understanding with increasing grade level. Option probability curves for several of the items were used to provide insight into how students' thinking changes with increasing knowledge of the ideas being tested. In some cases, hierarchies of misconceptions were detected in which the misconceptions decrease in a series as the overall student performance level increases. Additionally, for one item, the peculiar shape of the option probability curve for a distractor indicated a flaw in the item.

Response to “Chemistry misconceptions associated with understanding calcium and phosphate homeostasis”

Letter To The EditorResponse to “Chemistry misconceptions associated with understanding calcium and phosphate homeostasis”David S. GoldfarbDavid S. GoldfarbNephrology Section, New York Harbor Veterans Affairs Medical Center, Department of Urology, St. Vincent's Hospital, and New York University School of Medicine, New York, New YorkPublished Online:01 Mar 2010https://doi.org/10.1152/advan.00003.2010MoreSectionsPDF (31 KB)Download PDF ToolsExport citationAdd to favoritesGet permissionsTrack citations ShareShare onFacebookTwitterLinkedInEmailWeChat I enjoyed Dr. Cliff's “conceptual diagnostic test” regarding calcium phosphate equilibrium and was relieved that I chose the correct answers (1). Question 2 was the more difficult one, and I hesitated before almost answering it incorrectly. Dr. Cliff asks what would happen if more calcium phosphate is added to a beaker containing calcium, phosphate, and calcium phosphate “at equilibrium.” His answer states the question differently: “Only 11% of the students correctly answered the conceptual diagnostic question about the addition of solid calcium phosphate to a saturated [emphasis added] solution of calcium phosphate.” The question did not specify that the solution was saturated but that it was “at equilibrium.” It is not simply a question about understanding “mass action.” One also needs to realize that the solvent is saturated if a solid in the solvent is at equilibrium. That is an additional concept itself and, when not made explicit, might explain why only 11% of the students answered it correctly.REFERENCE1 Cliff WH. Chemistry misconceptions associated with understanding calcium and phosphate homeostasis. Adv Physiol Educ 33: 323–328, 2009.Link | ISI | Google ScholarAUTHOR NOTESAddress for reprint requests and other correspondence: D. S. Goldfarb, Nephrology Sect./111G, New York Dept. of Veterans Affairs Medical Center, 423 E. 23 St., New York, NY 10010 (e-mail: David.[email protected]gov). Download PDF Previous Back to Top FiguresReferencesRelatedInformationCited ByWhat Is the Best Method to Evaluate Urine pH? A Trial of Three Urinary pH Measurement Methods in a Stone ClinicJournal of Endourology, Vol. 29, No. 1 More from this issue > Volume 34Issue 1March 2010Pages 23-23 Copyright & PermissionsCopyright © 2010 The American Physiological Societyhttps://doi.org/10.1152/advan.00003.2010PubMed20237232History Published online 1 March 2010 Published in print 1 March 2010 Metrics

Chemistry misconceptions associated with understanding calcium and phosphate homeostasis

Successful learning of many aspects in physiology depends on a meaningful understanding of fundamental chemistry concepts. Two conceptual diagnostic questions measured student understanding of the chemical equilibrium underlying calcium and phosphate homeostasis. One question assessed the ability to predict the change in phosphate concentration when calcium ions were added to a saturated calcium phosphate solution. Fifty-two percent of the students correctly predicted that the phosphate concentration would decrease in accord with the common ion effect. Forty-two percent of the students predicted that the phosphate concentration would not change. Written explanations showed that most students failed to evoke the idea of competing chemical equilibria. A second question assessed the predicted change in calcium concentration after solid calcium phosphate was added to a saturated solution. Only 11% of the students correctly predicted no change in calcium concentration; 86% of the students predicted an increase, and many based their prediction on a mistaken application of Le Chatelier's principle to heterogeneous equilibria. These results indicate that many students possess misconceptions about chemical equilibrium that may hamper understanding of the processes of calcium and phosphate homeostasis. Instructors can help students gain greater understanding of these physiochemical phenomena by adopting strategies that enable students achieve more accurate conceptions of chemical equilibria.

Misconceptions in chemistry: addressing perceptions in chemical education

Perceptions of Ancient Scientists.- Students' Misconceptions and How to Overcome Them.- Substances and Properties.- Particle Concept of Matter.- Structure-Property Relationships.- Chemical Equilibrium.- Acid-Base Reactions.- Redox Reactions.- Complex Reactions.- Energy.

Some Student Misconceptions in Chemistry: A Literature Review of Chemical Bonding

Students' misconceptions before or after formal instruction have become a major concern among researchers in science education because they influence how students learn new scientific knowledge, play an essential role in subsequent learning and become a hindrance in acquiring the correct body of knowledge. In this paper some students' misconceptions on chemical bonding reported in the literature were investigated and presented. With this aim, a detailed literature review of chemical bonding was carried out and the collected data was presented from past to day historically. On the basis of the results some suggestions for teaching were made.