UPPER SECONDARY SCHOOL STUDENTS’ CONCEPTIONS OF CHEMICAL EQUILIBRIUM IN AQUEOUS SOLUTIONS: DEVELOPMENT AND VALIDATION OF A TWO-TIER DIAGNOSTIC INSTRUMENT
Journal: Journal of Baltic Science Education (Vol.21, No. 3)Publication Date: 2022-06-25
Authors : Peng He Changlong Zheng Tingting Li;
Page : 428-444
Keywords : chemical equilibrium in aqueous solutions; alternative conceptions; two-tier multiple-choice items; Rasch modeling;
Abstract
Student understanding of chemical equilibrium in aqueous solutions (CEAS) plays a vital role in their upper secondary school chemistry learning and everyday life. Diagnosis of students' alternative conceptions (ACs) of the CEAS will provide teachers with valuable information to make instructional decisions on student learning. This study aims to develop and validate an instrument to diagnose students' ACs about the CEAS, including ionization equilibrium, water self-ionization equilibrium, the equilibrium of salt hydrolysis, and precipitation and dissolution equilibrium. Using Treagust (1998)'s development framework, we have developed 25 two-tier multiple-choice items for the CEAS diagnostic test. After completing the corresponding courses, 750 Grade 11 students from five public schools responded to the CEAS diagnostic test. Rasch modeling approach was employed to provide psychometric properties of the CEAS diagnostic test consisting of one-dimensionality, reliability, and validity. This study identified 15 ACs toward the CEAS. This study found that most students performed better on concept tiers rather than reasoning tiers. In addition, students have difficulties in connecting acidity, solubility, ionization, and chemical reaction and in using mathematical thinking to do transformation between concentration, equilibrium constant, and pH value.
Other Latest Articles
- MULTI-INDEX AND HIERARCHICAL COMPREHENSIVE EVALUATION SYSTEM FOR TRAINING QUALITY OF SCIENCE AND ENGINEERING POSTGRADUATES
- LEVEL OF ACCEPTANCE OF EPISTEMICALLY UNWARRANTED BELIEFS IN PRE-SERVICE PRIMARY SCHOOL TEACHERS: INFLUENCE OF COGNITIVE STYLE, ACADEMIC LEVEL AND GENDER
- STUDENTS’ IDEAS ON COMMON EXPERIMENTS ABOUT THE PARTICULATE NATURE OF MATTER
- THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS EDUCATION
- INTERACTION EFFECT OF GENDER, ACROSS SCHOOL-TYPE ON UPPER-SECONDARY STUDENTS’ DEVELOPMENT OF EXPERIMENTAL REASONING ON ORGANIC QUALITATIVE ANALYSIS
Last modified: 2022-06-29 15:17:04