The Use Of Mental Models And Ill-Structured Problems In Determining Students Alternative Conceptions In Stoichiometry

This study determined the most common alternative conceptions of students in stoichiometry using mental models and ill-structured problems. Qualitative and quantitative research methods were used in the study with conceptual understanding test as the main data gathering instruments. Respondents were third year Bachelor of Secondary Education Biological Science students. Frequency and percentage were the statistical tools applied to answer the question presented in the study. Results showed that students manifested alternative conception in illustrating model of certain chemical reactions particularly the reactants of the reaction. Moreover there were inconsistency in the reasoning of the students on how chemical reactions takes place. There was an indication of misconception between atom and molecule among students. Students conceptions of atom and molecule were ambiguous for the students the two concepts could be used interchangeably. Participants also manifested alternative conception in balancing chemical equation determining the limiting reactant and excess reactants and finding the mass of the reacting compound. The study recommends to continuously diagnose students misconception in other science courses and further study areas where alternative conceptions exist and identify teaching and assessment strategies to correct misconceptions.