Assessing Conceptual Understanding in Chemistry Using Representation

被引：2

作者：

Lansangan, Ryan V. ^{[1
]}

Orleans, Antriman V. ^{[2
]}

Camacho, Vic Marie I. ^{[2
]}

机构：

[1] Univ Santo Tomas, Manila, Philippines

[2] Philippine Normal Univ, Manila 1000, Philippines

来源：

ADVANCED SCIENCE LETTERS | 2018年 / 24卷 / 11期

关键词：

Chemical Representations; Representational Competence; Academic Profile in Chemistry; STUDENTS; SCIENCE; MATTER;

D O I：

10.1166/asl.2018.12459

中图分类号：

O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];

学科分类号：

07 ; 0710 ; 09 ;

摘要：

Assessing abstract chemistry concepts often poses a challenge among educators. Moved by this instructional dilemma, this study explored students' chemistry representational competence as an alternative measure of chemistry achievement. Using task instruments with assessment scheme, students' representations were found symbolic in nature. Misrepresentations were most uncovered on chemical bonding concepts and the least on chemical equation. Views on chemical representations as mental models confirmed a greater appreciation as explanatory tools. Results also showed that representational competence can approximate achievement based on the significant and positive correlation it registered with the former variable. Findings, therefore, suggest that chemistry teaching should utilize representations of varied levels ranging from symbolic, microscopic and macroscopic.

引用

页码：7930 / 7934

页数：5

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