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Evaluating Students' Conceptual Understanding of Balanced Equations and Stoichiometric Ratios Using a Particulate Drawing
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Abstract
A total of 156 students were asked to provide free-response balanced chemical equations for a classic multiple-choice particulate-drawing question first used by Nurrenbern and Pickering. The balanced equations and the number of students providing each equation are reported in this study. The most common student errors included a confusion between the concepts of subscripts and coefficients and including unreacted chemical species in the equation. Equations consistent with two of the five choices used in Nurrenbern and Pickering’s question appeared in this study, but none of the students provided balanced equations consistent with the other three distractors. Suggestions for better distractors are provided in this paper. The students were also asked to perform two stoichiometric calculations using the balanced equation they generated. These responses were evaluated to determine whether the students had a grasp of simple stoichiometric calculations and the reacting ratios of the two starting materials. Students who demonstrated confusion between subscripts and coefficients performed worse on the stoichiometric calculations than students who did not confuse these concepts. Most of the students who provided balanced equations including unreacted chemical species performed stoichiometric calculations using the incorrect reacting ratios of the starting materials listed in the equation.
Keywords (Audience):
High School / Introductory ChemistryKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
Chemical Education ResearchKeywords (Pedagogy):
Misconceptions / Discrepant EventsKeywords (Subject):
StoichiometryCiting Articles
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This article has been cited by 7 ACS Journal articles (5 most recent appear below).
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Chad A. Bridle and Ellen J. YezierskiJournal of Chemical Education2012 89 (2), 192-198Research has shown that students in traditional college-preparatory chemistry courses become masters of mathematical equations without an understanding of the conceptual basis for the mathematical relationships. This problem is rooted not only in what ...
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 ...
Concept Learning versus Problem Solving: A Cognitive Difference
Mark S. Cracolice , John C. Deming , Brian EhlertJournal of Chemical Education2008 85 (6), 873Concept Learning versus Problem Solving: A Cognitive Difference
Mark S. Cracolice , John C. Deming , Brian EhlertJournal of Chemical Education2008 85 (6), 873An initial sample of 94 students enrolled in a first-term general chemistry course was tested with paired algorithmic–conceptual questions, which included questions first used by Nurrenbern and Pickering. The topics of these questions were density, ...
The Effects of a Two-Year Molecular Visualization Experience on Teachers' Attitudes, Content Knowledge, and Spatial Ability
Thomas J. José , Vickie M. WilliamsonJournal of Chemical Education2008 85 (5), 718The Effects of a Two-Year Molecular Visualization Experience on Teachers' Attitudes, Content Knowledge, and Spatial Ability
Thomas J. José , Vickie M. WilliamsonJournal of Chemical Education2008 85 (5), 718This study measures changes in teachers' attitudes, content knowledge, and spatial ability following a two-year visualization workshop experience. The workshop involved intensive, half-day sessions over three weeks for two consecutive summers, in which ...
"Concept Learning versus Problem Solving": Does Particle Motion Have an Effect?
Michael J. Sanger , Eddie Campbell , Jeremy Felker and Charles SpencerJournal of Chemical Education2007 84 (5), 875"Concept Learning versus Problem Solving": Does Particle Motion Have an Effect?
Michael J. Sanger , Eddie Campbell , Jeremy Felker and Charles SpencerJournal of Chemical Education2007 84 (5), 875A sample of 210 students was asked to answer a static particulate-level multiple-choice question concerning gas properties first used by Nurrenbern and Pickering. Then they viewed an animated version of the question and answered the multiple-choice ...
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- Received: August 03, 2009
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