Cart
Article
Evaluating Student Understanding of Solution Chemistry through Microscopic Representations
Hi-Res PDFPurchase the full-text
- PDF/HTML,
figures/images,
references and tables,
(where available)
Abstract
Students often learn how to solve mathematical problems without understanding the chemistry. They memorize chemical definitions and use chemical terms without true comprehension. Misconceptions regarding acids and bases, acid strength, dissociation, diatomic elements, bonding, and aqueous solutions can interfere with subsequent learning and can persist beyond the undergraduate levelThese chemical concepts readily lend themselves to microscopic representations. Teaching strategies using these visual aids could explain the concept before applying the mathematics. This might increase comprehension and retention by allowing students to picture the chemistry. Questions based on or incorporating microscopic representations could evaluate student understanding of such chemical concepts.
Keywords (Audience):
First-Year Undergraduate / GeneralKeywords (Pedagogy):
Testing / AssessmentKeywords (Subject):
Solutions / SolventsCiting Articles
Citation data is made available by participants in CrossRef's Cited-by Linking service. For a more comprehensive list of citations to this article, users are encouraged to perform a search in SciFinder.
This article has been cited by 25 ACS Journal articles (5 most recent appear below).
Assessing Conceptual and Algorithmic Knowledge in General Chemistry with ACS Exams
Thomas Holme and Kristen MurphyJournal of Chemical Education2011 Article ASAPAssessing Conceptual and Algorithmic Knowledge in General Chemistry with ACS Exams
Thomas Holme and Kristen MurphyJournal of Chemical Education2011 Article ASAPIn 2005, the ACS Examinations Institute released an exam for first-term general chemistry in which items are intentionally paired with one conceptual and one traditional item. A second-term, paired-questions exam was released in 2007. This paper presents ...
What Do You Mean That “Strong” Doesn't Mean “Powerful”?
Paul G. JasienJournal of Chemical Education2011 Article ASAPWhat Do You Mean That “Strong” Doesn't Mean “Powerful”?
Paul G. JasienJournal of Chemical Education2011 Article ASAPThe words used in the chemistry classroom often add to problems that students have in understanding complex concepts. This is particularly true when terms with specific scientific meanings are also used in colloquial speech with different meanings. This ...
Using Item Response Theory To Identify and Address Difficult Topics in General Chemistry
Kimberly D. SchurmeierCarrie G. SheplerGary J. LautenschlagerCharles H. Atwood2011 (), 137-176Using Item Response Theory To Identify and Address Difficult Topics in General Chemistry
Kimberly D. SchurmeierCarrie G. SheplerGary J. LautenschlagerCharles H. Atwood2011 (), 137-176We have employed the modern psychometric analysis tool Item Response Theory (IRT) to analyze the results of 10 years of computerized testing and final exam results on over 20,000 students. Our analysis indicates that there are 8 especially difficult ...
Assessing Conceptual versus Algorithmic Knowledge: Are We Engendering New Myths in Chemical Education?
Thomas HolmeKristen Murphy2011 (), 195-206Assessing Conceptual versus Algorithmic Knowledge: Are We Engendering New Myths in Chemical Education?
Thomas HolmeKristen Murphy2011 (), 195-206Studies over the past two decades have emphasized a gap between relatively weak student performance on conceptual items versus traditional items. The ACS Examinations Institute has released a pair of exams for general chemistry in which items are ...
Particulate Pictures and Kinetic-Molecular Theory Concepts: Seizing an Opportunity
Mark J. WanerJournal of Chemical Education2010 87 (9), 924-927Particulate Pictures and Kinetic-Molecular Theory Concepts: Seizing an Opportunity
Mark J. WanerJournal of Chemical Education2010 87 (9), 924-927This work examines commonly used particulate-level pictures meant to illustrate gases. These pictures are found throughout textbooks in the middle grades through the college level, as well as in questions frequently used to assess conceptual learning in ...
Full Text HTMLTools
-
Add to Favorites
-
Download Citation
-
Email a Colleague -
Permalink
Order Reprints
Rights & Permissions
Citation Alerts
History
- Received: August 03, 2009
ACS
Network
Facebook
Tweet This
CiteULike
Newsvine
Digg This
Delicious
