Exploring Cluster Changes in Students’ Knowledge Structures Throughout General Chemistry
Ozcan Gulacar 1 * , Alexandra Milkey 1, Ingo Eilks 2
More Detail
1 University of California, Davis, USA
2 University of Bremen, GERMANY
* Corresponding Author

Abstract

Chemistry is traditionally perceived as difficult to comprehend. Its mastery requires that a variety of concepts be linked to form an organized knowledge system. The connections need to be made not only between the concepts associated with the macroscopic level of the chemistry triplet but also between the submicroscopic and symbolic levels. Many factors influence a learner’s success in bridging concepts between these levels. In this study, the aim was to identify and examine the changes in general chemistry students’ knowledge structures by utilizing Word Association Tests. Although many studies have examined knowledge structures and aspects of the chemistry triplet, almost none has considered both at the same time. This study highlights the interconnectedness between the chemistry triplet and changing knowledge structures in overall student populations and in high- and low-achieving students. It provides insights on why students fail to understand chemistry and suggests ideas for future research as limiting factors were noted.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/7860

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 6, Article No: em1850

Publication date: 28 Mar 2020

Article Views: 764

Article Downloads: 237

Open Access References How to cite this article