CHED 156 |
| The purpose of this research study was to investigate the effect of representation scale (macroscopic-level or particulate-level) on student understanding of chemical concepts. Student-centered views of teaching and learning make the fundamental assumption that the student arrives in the classroom with a knowledge and thinking skill set that influences his/her ability to learn new material. Many research studies have found that students often hold naïve ideas, or misconceptions, that are not congruent with what is currently known. Several researchers have described different types of misconceptions, but the effect of representation scale and the relationship to thinking skills has not been extensively considered in the literature. This study examines student understanding of chemical concepts assessed from both the macroscopic- and particulate-level. Results of this study will be presented. |
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Chemical Education Research
1:30 PM-4:45 PM, Monday, 11 September 2006 San Francisco Marriott -- Salon 10, Oral
Division of Chemical Education |