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Assessing Students' Conceptual Understanding of Solubility Equilibrium
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Abstract
A problem about solubility equilibrium is presented as a resource for the evaluation of students. It involves macroscopic, microscopic, and symbolic levels of representation, and allows one to assess whether students have acquired an adequate conceptual understanding of the phenomenon. The problem, which starts with a figure using numbered particles, is useful for judging the relationships that students establish among the three levels. The difficulties students encounter while solving the problem are discussed.
Keywords (Audience):
High School / Introductory ChemistryKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
Resources for Student AssessmentKeywords (Pedagogy):
Problem Solving / Decision MakingKeywords (Subject):
Kinetic-Molecular TheoryCiting Articles
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This article has been cited by 13 ACS Journal articles (5 most recent appear below).
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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 ...
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Thomas HolmeKristen Murphy2011 (), 195-206Assessing Conceptual versus Algorithmic Knowledge: Are We Engendering New Myths in Chemical Education?
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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 ...
“Gone” into Solution: Assessing the Effect of Hands-On Activity on Students’ Comprehension of Solubility
Laura B. Bruck and Aaron D. Bruck, Amy J. PhelpsJournal of Chemical Education2010 87 (1), 107-112“Gone” into Solution: Assessing the Effect of Hands-On Activity on Students’ Comprehension of Solubility
Laura B. Bruck and Aaron D. Bruck, Amy J. PhelpsJournal of Chemical Education2010 87 (1), 107-112Solubility is challenging for many general chemistry students, and the interactions of aqueous species are difficult to conceptualize. Derived from the pedagogies of Johnstone, Bloom, and Piaget, our primary research questions probe whether students’ ...
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- Received: August 03, 2009
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