1. Understanding High School Students' Misconceptions about Chemistry Using Particulate Level Drawings: Focusing on the Third Angle
- Author
-
Shannon M. Smith
- Abstract
Chemistry is a difficult subject for many students. The content is challenging, and students often enter chemistry classes with preconceived ideas about chemical phenomena which may or may not align with scientific ideas (Gabel, 1999; Johnstone, 1991, 1993; Nakhleh, 1992). The purpose of this study was to understand high school students' misconceptions about chemistry at the particulate level and to investigate the impact of instruction focused on particulate-level representations of matter. The conceptual framework that supported this study is Johnstone's triangle of chemistry understanding (1991, 1993) which is complex, as it suggests that learners must simultaneously consider the macroscopic, the symbolic, and the particulate view of chemical phenomena. Understanding the nature of matter from all three angles is difficult even for chemists, so high school students need practice and reinforcement as they work toward an understanding of chemistry from multiple viewpoints. In this study, a convergent mixed methods design was used to understand students' misconceptions in chemistry. A convergent mixed methods design is one in which both quantitative and qualitative data are collected and analyzed separately, with integration and drawing of inferences to follow (Creswell & Plano Clark, 2018; Plano Clark & Ivankova, 2016). The participants in this study (n=29) were students in an independent school in the Cincinnati area enrolled in my first-year Honors Chemistry course. Instruction in this course focused on particulate-level representations of matter, and as the study progressed, students began to demonstrate a more advanced understanding of content. They produced more detailed drawings over time, and some students showed an emerging understanding of the Johnstone triangle as they represented chemical reactions using multiple angles. Thus, student thinking seemed to become more complex and flexible. The findings in this study suggest that students hold misconceptions about the particulate nature of matter and that those misconceptions can improve over time in a classroom environment that routinely incorporates particulate-level representations of chemical phenomena. These findings are not generalizable due to the small sample of participants, and it is not possible to confirm that purposeful instruction including particulate-level representations directly causes improvements in student misconceptions. However, there are student exemplars which indicate how student understanding can improve over time, and it seems unlikely that improvement is unrelated to instructional methods. Based on my findings, I would suggest to other teachers that consistent practice and feedback using particulate-level representations of matter improve learning in the high school chemistry classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2022