CHED 158 |
| Student difficulties in solving problems in contexts different from those they have previously encountered are often attributed to the fact that relevant ideas may not be activated in situations that differ from those in which students have been taught to use them. This study investigates the contribution of the nature of contexts, independent of previous instruction, to the activation of students' molecular-level ideas about aqueous solutions. Specifically, does presenting problems in the context of electrical conductivity activate more scientifically correct molecular-level ideas about aqueous solutions compared with presenting problems the context of freezing point depression? To answer this question, we interviewed general chemistry students who recently participated in laboratory investigations of aqueous solutions in both the contexts of conductivity and freezing point depression. We will present results of the analyses of these interviews as well as their implications for instruction and assessment. |
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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 |