Two Kinds of Conceptual Problems in Chemistry Teaching

Zuzana Haláková and Miroslav Prokša
Department of Didactics, Psychology and Pedagogy, Comenius University in Bratislava, Mlynská dolina, 842 15 Bratislava, Slovakia
J. Chem. Educ., 2007, 84 (1), p 172
DOI: 10.1021/ed084p172
Publication Date (Web): January 1, 2007
History, Education, and Documentation

Abstract

The use of conceptual questions is one tool that can assist students in obtaining a deeper learning experience, improve their understanding and ability to apply learning to new situations, enhance their critical thinking, and increase their enthusiasm for science and learning. The performance of first-year science students with two forms of conceptual questions was investigated. The results indicate that students might have problems solving conceptual questions without reference to the question form (verbal or pictorial). The depth of students' understanding of chemical concepts seems to play an important role.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Chemical Education Research

Keywords (Pedagogy):

Testing / Assessment
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  • Received: August 03, 2009

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