CHED 359 |
| Chemical and physical changes are often viewed as relatively easy concepts in science. In the public school system of Georgia, these ideas are explored starting as early as the fifth grade. This research was conducted to gain insight into how elementary, middle, and high school students, as well as teachers, understand chemical and physical changes. Interviews were conducted at each level, and the interviewees were asked to define each term and use their definitions to classify simple phenomena (e.g. burning paper, boiling water). It was observed that a definition would be given, but then classifications would be based on other ideas. Definitions given were often similar to those found in textbooks. As with most chemistry ideas, age plays a key role in the ability to interpret and fully grasp the explored phenomenon. With this in mind, the conclusion was drawn that the idea of physical and chemical changes are too complex for elementary students to gain a true comprehension without forming misconceptions. Common misconceptions can be tracked back to the lack of understanding by the teachers who teach it. The findings of the conducted interviews lead to implications for future teaching strategies. |
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Undergraduate Research Poster Session: Chemical Education
11:00 AM-1:00 PM, Monday, April 7, 2008 Morial Convention Center -- Hall A, Poster
Division of Chemical Education |