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Are We Taking Symbolic Language for Granted?

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Paul Marais

Department of Chemistry, Cape Technikon, South Africa

Faan Jordaan

Department of Didactics, University of Stellenbosch, Private Bag X3, 7602 Matieland, South Africa

J. Chem. Educ., 2000, 77 (10), p 1355

DOI: 10.1021/ed077p1355

Publication Date (Web): October 1, 2000

Section:

History, Education, and Documentation

Abstract

This study formed part of a broader investigation into the role of language in teaching and learning chemical equilibrium. First-year technikon students were tested for their understanding of 25 words and five symbols commonly used in connection with chemical equilibrium. Each word or symbol was used in a short sentence. For each word or symbol five possible meanings were given, of which any number could be correct. This test showed that most of the students had an inadequate grasp of the meaning of all five symbols. It also showed that, on the average, their understanding of symbols was more problematic than their understanding of words. It is concluded that chemistry teachers, at all levels, should be alert to the fact that students may have problems with the meaning of symbols and purposefully "teach" symbolism to ensure that their students understand it the same way that they as teachers do.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Chemical Education Research

Keywords (Pedagogy):

Communication / Writing

Keywords (Subject):

Equilibrium

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