The Effect of Conceptual Change Approach on Pre-Service Chemistry Teachers’ Misconceptions about Chemical Equilibrium

Author(s):

Sevgi AydinAyla Cetin Dindar Oktay Bektas Nurdane Aydemir

Conference:

ECER 2008

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

PRE_G2, Preconference; Paper Session G2

Paper Session

Time:

2008-09-09

10:00-11:30

Room:

C E33

Chair:

Jonas Emanuelsson

Contribution

Background Many studies about chemical equilibrium showed that learners, even at university level, had difficulties in learning chemical equilibrium (Van Driel & Graber, 2002; Berquist &Heikkinen, 1990; Bilgin & Geban, 2006; Kleinman, Griffin, & Kemer,1987; Thomas & McRobbie, 2002; Van Driel, De Vos, Verloop & Dekkers, 1998; Huddle & Pillay, 1996; Canpolat, Pınarbaşı,Bayrakçeken & Geban, 2006; Palmer, 2001; Thomas & Schwenz, 1998; Akkuş, Kadayıfçı & Atasoy & Geban ,2003; Wilson, 1998; Gussarsky &Gorodetsky, 1990; Chiu, Chou & Liu, 2002; Quilez-Pardo& Solaz- Portoles, 1995; Piquette & Heikkinen, 2005; Voska & Heikkinen, 2000; Harrison & De Jong, 2005). For example, learners were found to have problems in understanding the dynamic nature of the equilibrium. Another misconception detected was about the effect of changing equilibrium conditions. It is important to eliminate these misconceptions since they would affect students’ learning negatively. To get rid of the misconception, conceptual change model, based on constructivism, was put forward by Posner et al (1982). An existing conception is changed, or even replaced with new ones in conceptual change model. Four conditions as dissatisfaction, intelligibility, plausibility and fruitfulness are necessary to achieve conceptual change (Posner et al., 1982). It has been reported that conceptual change approach helped learners to overcome misconceptions about chemical equilibrium (Akkuş et al., 2003; Canpolat et al., 2006). Aims The purpose of this study is to improve pre-service teachers’ conceptual understanding on chemical equilibrium and to promote conceptual change in science learning. Research Question The following research question was addressed in this study: • Can conceptual change strategy via discussions overcome pre-service teachers’ misconceptions on chemical equilibrium?

Method

Methodology Eight pre-service chemistry teachers enrolled in a laboratory course were the participants. As an instrument, semi-structured interviews were conducted with the participants both at the beginning and at the end of the course in order to determine participants’ misconceptions on chemical equilibrium. Each interview was tape-recorded; and they were all transcribed for data analysis. The course was designed based on conceptual change model. Experiments about different topics as particulate nature of matter, acid and bases, electrochemistry, rate of reaction were conducted in the course. Similarly, one part of the course involved chemical equilibrium experiments and after conducting experiments, discussion took place in class, which caused dissatisfaction. Moreover, persuasive examples and link with daily life and other concepts in chemistry were provided to achieve intelligibility, plausibility and fruitfulness. Interview Questions 1. Is there any difference between physical and chemical equilibrium? If yes, please explain and give example. 2. What happens once chemical equilibrium is reached? Explain. 3. 2NO (g) + Cl2 (g) 2NOCl (g) + energy When the concentration of NO is 1 molar, the system is at equilibrium. If the concentration of NO is increased to 2 molar, what happens to NO concentration when the equilibrium is established again? Compare equation constant of first and second equilibrium (Temperature and volume of the container are constant). Analysis of Data Coding was made and categories were formed to analyze the data. Two main categories, as “correct answers”, and “incorrect answers” were formed.

Expected Outcomes

Results, Discussion and Conclusion Results showed that pre-service chemistry teachers had many misconceptions about chemical equilibrium at the beginning of the study. For instance, misconception about the effect of changing equilibrium conditions (Bergquist & Heikkinen, 1990). Four of the participants had this misconception. One of the interesting misconceptions detected in this research was that due to equation Kp = Kc.( RT)Δn , learners think that concentration of reactants affect equation constant. Two of the participants had it. Another interesting result was that although all of them except one solved algorithmic problem correctly, they had problems in conceptual understanding at the beginning of the course. Though eleven misconceptions were detected at the beginning, at the end of the semester, eight of these misconceptions were dispelled. Therefore, it can be suggested that conceptual change with small groups helps learners to be aware of their misconceptions and provides chance to overcome misconceptions. Learners should study together and discuss their ideas related with the topic (Huddle & Pillay, 1996; Canpolat et al. 2006). Additionally teachers should consider misconceptions of learners in instruction. To achieve this, methods should be implemented for eliminating misconceptions and difficulties (Berquist & Heikkinen, 1990).

References

REFERENCES Akkus, H., Kadayıfcı, H., Atasoy, B. & Geban, O. (2003). Effectiveness of Instruction Based on the Constructivist Approach on Understanding Chemical Equilibrium Concepts. Research in Science & Technological Education, 21(2), 209-227. Bergquist, W. & Heikkinen, H. (1990). Student Ideas Regarding Chemical Equilibrium. Journal of Chemical Education, 67(12), 1000-1003. Bilgin, I. & Geban, O. (2006). The Effect of Cooperative Learning Approach Based on Conceptual Change Condition on Students’ Understanding of Chemical Equilibrium Concepts. Journal of Science Education and Technology, 15(1), 31-46. Canpolat, N., Pinarbasi, T., Bayrakceken, S. & Geban, O. (2006). The Conceptual Change Approach to Teaching Chemical Equilibrium. Research in Science & Technological Education, 24(2), 217-235. Chiu, M., Chou, C., & Liu, C. (2002). Dynamic Process of Conceptual Change: Analysis of Constructing Mental Models of Chemical Equilibrium. Journal of Research in Science Teaching, 39(8), 688-712. Gussarsky, E. & Gorodetsky, M. (1990). On the Concept “Chemical Equilibrium”: The Associative Framework. Journal of Research in Science Teaching, 27(3), 197-204. Harrison, A. G., & De Jong, O. (2005). Exploring the Use of Multiple Analogical Models When Teaching and Learning Chemical Equilibrium. Journal of Research in Science Teaching, 00(0), 1-25. Huddle, P. A., & Pillay, A. E. (1996). An In-Depth Study of Misconceptions in Stoichiometry and Chemical Equilibrium at a South African University. Journal of Research in Science Teaching, 33(1), 65-77. Kleinman, R. W., Henry C. Griffin, H. C., & and Kemer, N. K. (1987). Images in Chemistry. Journal of Chemical Education, 64(9), 766-770. Palmer, D. H. (2001). Investigating the Relationship Between Students’ Multiple Conceptions of Action and Reaction in Cases of Static Equilibrium. Research in Science & Technological Education, 19, (2), 193-204. Piquette, J. S., & Heikkinen, H. W. (2005). Strategies Used by Instructors to Address Student Alternate Conceptions in Chemical Equilibrium. Journal of Research in Science Teaching, 00(0), 1-23. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change. Science Education, 66 (2), 211-227. Quilez-Pardo, J., & Solaz- Portoles, J. J. (1995). Students’ and Teachers’ Misapplication of Le Chatelier’s Principle: Implications for the Teaching of Chemical Equilibrium. Journal of Research in Science Teaching, 32(9), 939-957. Thomas, G.P. & McRobbie, C. J.(2002). Collaborating to enhance student reasoning: Frances’ account of her reflections while teaching chemical equilibrium International Journal of Science Education.,24( 4), 405–423. Thomas, P. L., & Schwenz, W. S. (1998). College Physical Chemistry Students’ Conceptions of Equilibrium and Fundamental Thermodynamics, Journal of Research in Science Teaching, 35(10), 1151-1160. Van Driel, J. H., & Graber, W. (2002). The Teaching and learning of Chemical Equilibrium. In Gilbert, J. K., Jong, O. D., Justi, R., Treagust, D. F., & Van Driel, J. H. (Eds.), Chemical Education: Towards Research-based Practice (pp271-292). London, Kluwer Academic Publisher. Van Driel, J. H., De Vos, W., Verloop, N., & Dekkers, H. (1998). Developing Secondary Students' Conceptions of Chemical Reactions: The Introduction of Chemical Equilibrium. International Journal of Science Education, 20(4), 379-392. Voska, K. W., & Heikkinen, H. W. (2000). Identification and Analysis of Student Conceptions Used to Solve Chemical Equilibrium Problems. Journal of Research in Science Teaching, 37(2), 160-176. Wilson, A. H. (1998). Equilibrium: A teaching/learning activity. Journal of Chemical Education, 9, 1176–1178.

Author Information

Sevgi Aydin

Yuzuncu Yil University

Secondary Science and Mathematics Education

Ankara

212

Ayla Cetin Dindar

Selcuk University, Turkey

Oktay Bektas

Erciyes University, Turkey

Nurdane Aydemir

Ataturk University, Turkey

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