Journal

Representational competence of secondary chemistry students in understanding selected chemical principles

Ryan V. LANSANGAN1, Antriman V. ORLEANS2, Vic Marie I. CAMACHO2
1University of Santo Tomas, Manila, Philippines
2Philippine Normal University, Manila, Philippines
Corresponding Author’s Email: orleans.av@pnu.edu.ph

Abstract

Assessing students’ understanding in the microscopic level of an abstract subject like chemistry poses a challenge to teachers. However, recent findings revealed that representations serve as essential avenues of measuring the extent of understanding in the disciplinal content as alternative to traditional assessment methods. Thus, this study explored the representational competencies of high school students in understanding selected chemical principles and correlated these with chemistry academic profile. The common misconceptions on the selected chemistry principles based on student’ representations and their understanding of the role of chemical representations in learning were studied. Utilizing the task instrument and a scoring guide, results revealed that most students have symbolic level representational competence in selected chemical principles. Alternative misrepresentations were most observed on the students’ representations in chemical bonding and in chemical equation. These misrepresentations paved the way for remediating concepts and skills in the particular topics. Furthermore, students’ academic achievement and their representational competence is significantly associated and students’ views in chemical representations questionnaire suggested their mental models. Moreover, students confirmed greater appreciation of the chemical representations as explanatory tools and approximates students’ chemistry academic learning profile.

Keywords: Chemical representations, Representational competence, Chemistry academic profile, Mixed methods, Manila Philippines

Download Article

References

  1. Amman, K., & Knorr Cetina, K. (1990). The fixation of (visual) evidence. In M. Lynch & S. Woolgar (Eds.), Representation in scientific practice (pp. 85-122). Cambridge, MA: MIT Press. Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12(3), 307-359.
  2. Andrew, S. (1998). Self-efficacy as a predictor of academic performance in science. Journal of Advanced Nursing, 27, 596-603.
  3. Ardac, D., and Akaygun, S. (2004). Effectiveness of multimedia-based instruction that emphasizes molecular representations on students’ understanding of chemical change. Journal of Research in Science Teaching, 41(4), 317-337.
  4. Bhushan, N., and Rosenfeld, S. (1995). Metaphorical Models in Chemistry. Journal of Chemical Education, 72(7), 578-582.
  5. Boo, H. K. (1996) Students’ Understanding of Chemical Bonds and the Energetics of Chemical Reactions, Journal of Research in Science Teaching, 35, 569581.
  6. Bowen, C. W. (1998). Item Design Considerations for Computer-based Testing of Student Learning in Chemistry. Journal of Chemical Education, 75(9), 1172-1174.
  7. Bunce, D. M. and Gabel, D. L. (2002). Enhancing Chemistry Problem-Solving Achievement Using Problem Categorization, Journal of Research in Science Teaching, 28(6), 505-521.
  8. Calik, M., A., & Ebenezer, J.V. (2005). A Review of Solution Chemistry Studies: Insights into Students’ Conceptions. Journal of Science Education and Technology, 14(1). 29-50.
  9. Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2008). An evaluation of a teaching intervention to promote students’ ability to use multiple levels of representation when describing and explaining chemical reactions.Research in Science Education, 38(2), 237-248.
  10. Chemistry Education Research and Practices (2007). 8(3), 274-292.
  11. Chi, M. T. (1993). Experts Versus Novices Knowledge Cognitive Science In “This Week’s Citation Classic ISI, 5, 12.
  12. Chittleborough, G., & Treagust, D. F. (2007). The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level.
  13. Chemistry Education Research and Practice,8(3), 274-292.
  14. Coll, R. K., and Treagust, D. F. (1999) Learners’ Mental Models of Chemical Bonding, Research in Science Education, 31, 357-382.
  15. Copolo, C. F. and Hounshell, P. B. (1995).  Using Three Dimensional Models to Teach Molecular Structures in High School Chemistry.  Journal of Science Education and Technology, 4(4), 295-305.
  16. Cosgrove, M., and Schaverin, L. (1997). Models of Science Education. In J. K. Gilbert (Ed), Exploring Models and Modelling in Science and Technology Education (pp. 20-34). Reading, UK: The University Reading.
  17. Devetak, I. (2005).Explaining the latent structure of understanding submicropresentations in science.Unpublished dissertation, University of Ljubljana, Slovenia.
  18. Dieks, D. (1999). A Good Model? Tijdschrift voor didactiek der B-wetenschappen, 16, 4-11.
  19. Ebenezer, J.V. (2001). A Hypermedia Environment to Explore and Negotiate Students’ Conceptions: Animation of the Solution Process of Table Salt. Journal of Science education and Technology, 10, 7392.
  20. Farida, I., Widyantoro, D.H., Spandi, W. (2010). Representational Competence Profile of Pre-Service Chemistry Teachers in Chemical Problem Solving. International Seminar of Science Education
  21. Felder, R.M. (1993) Reaching the Second Tier: Learning and Teaching Styles in College Science Education.Journal of College Science Teaching, 22(5), 286-290.
  22. Gabel, D. L. (1993). Use of the particle nature of matter in developing conceptual understanding.Journal of Chemical Education, 70(3), 193-194.
  23. Gabel, D. L. (1999). Improving teaching and learning through chemistry education research: Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem.Journal of Computer Assisted Learning, 7, 75-83.
  24. Gabel, D., and Bunce, D. M. (Eds.) (2002) Research on Problem Solving: Chemistry. New York: McMillan Publishing Co.
  25. Garnett, P. J. and Hackling, M. W. (1995).  Students’ Alternative Conception in Chemistry: A Review of Research and Implications for Teaching and Learning.  Studies in Science Education, 25, 69-95.
  26. Gobert, J. D., and Clement, J.J. (1999) Effects of Student-Centered Diagrams Versus Student-Generated Summaries on Conceptual Understanding of Causal and Dynamic Knowledge in Plate Tectonics. Journal of Research in Science Teaching, 28(9), 799-822.
  27. Goodwin, C. (1995). Seeing in Depth: Social Studies of Science, 25, 237-274.
  28. Hoffmann, R., & Laslzo, R. (1991). Representation in chemistry. Angewandte Chemie, 30, 1–16.
  29. Hughes, J. M., Mitchell, P. A., and Ramson, W. S. (1995). Australian Concise Oxford Dictionary. Melbourne: Oxford University Press.
  30. International Journal of Environmental and Science Education Vol. 4, No. 2, April 2009, 147-168.
  31. Jansoon N., Coll, R., and Somsook E. (2008). Understanding Mental Model of Dilutions in Thai Students, International Journal of Environmental and Science Education.
  32. Johnstone, A. H. (1991). Why is Science Difficult to Learn? Things are Seldom What they Seem. Journal of Computer Assisted Instruction. 7, 75-83.
  33. Johnstone, A. H. (1993). The development of chemistry teaching: A changing response to changing demand. Journal of Chemical Education, 70(9), 701-705.
  34. Johnstone, A. H. (1997). Chemistry Teaching – Science or Alchemy. Journal of Chemical Education, 74(3), 262-268.
  35. Kozma, R. (2003). The use of multiple representations and the social construction of understanding in chemistry. In M. Jacobson & R. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for technologies of learning (pp. 11-45). Mahwah, NJ: Erlbaum.
  36. Kozma, R and Chin, E. (2000) The Role of Representations and Tools in the Chemistry Laboratory and their Implications for Learning. Journal of the Learning Sciences, 9(2), 105-143
  37. Kozma, R. B., & Russell, J. (1997). Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena.Journal of Research in Science Teaching, 34(9), 949-968.
  38. Kozma, R. B., Russell, J., Jones, T., Marx, N., and Davis, J. (1996) The Use of Multiple, Linked Representations to Facilitate Science Understanding. In S. Vosniadou, R. Glaser, E. De Corte and H. Mandel (Eds.), International Perspective on the Psychological Foundations of Techbology – based Learning Environments. Lawrence Erlbaum Associates, Inc., 41-60.
  39. Krajcik, J. S. (1991). Developing students’ understandings of chemical concepts. In S. H. Glynn, R. H. Yeany, & B. K. Britton (Eds.), The psychology of learning science. Hillsdale, NJ: Erlbaum.
  40. Michalchik, V., Rosenquist, A., Kozma, R. B. Kreikemeier, P., and Schank, P. (2000). Representational Resources for Constructing Shared Understandings in the High School Chemistry Classroom, New Orleans, LA.
  41. Novak, J. D. (1991) Clarify with Concept Maps. The Science Teacher, 58(7), 44-49.
  42. Perez, J. R. Ballester (2017).  Student’s Misconceptions on Chemical Bonding: A Comparative Study between High School and First Year University Students. Asian Journal of Education and e-Learning. Volume 05– Issue 01, February 2017.
  43. Pittman, K. M. (1999). Student Generated Analogies: Another Way of Knowing? Journal of Research in Science Teaching, 36(1), 1-22.
  44. Roth, W. M. and McGinn, M. K. (1999). Preparing students for competent scientific practice: Implications of recent research in science and technology studies. Educational Researcher, 28(3), 14-24.
  45. Schank, P., and Kozma, R. (2002). Learning Chemistry Through the Use of a Representation-Based Knowledge-Building Environment. Journal of Computers in Mathematics and Science Teaching, 21(3), 253-279.
  46. Seel, N. M. (2003). Model-Centered Learning and Instruction. Technology, Instruction, Cognition and Learning, 1, 59-85.
  47. Sirhan, Ghassan (2007). Learning Difficulties in Chemistry: An Overview. Journal of Turkish Science Education, Volume 4, Issue 2, September 2007.
  48. Su, King-Dow (2010). An Intensive ICT-integrated Environmental Learning Strategy for Enhancing Student Performance. International Journal of Environmental and Science Education. Vol. 6. No. 1, 39-58.
  49. Treagust, D. F., Harrison, A. G., and Venville, G. J. (1999) Teaching Science Effectively with Analogies: An Approach for Preservice and Inservice Teacher Education. Journal of Science Teacher Education, 9(2), 85-101.
  50. Venville, G., Bryer, L., and Treagust, D. F. (1994). Training Students in the Use of Analogies to Enhance Understanding in Science. Australian Science Teachers Journal, 40(60-68).
  51. Vermaat, J. H. (2002). Mental Models of Atoms, Molecules and Ions by 10th Grade Pre-University Students. Enschede, Nederland: Universiteit Twente, Instituut ELAN.
  52. Wang, M. R. (2000). An introductory laboratory exercise on solution preparation: A rewarding experience.Journal of Chemical Education, 77(2), 249-250.
  53. Wu, H., Krajcik, J.S., and Soloway, E. (2001). Promoting Understanding of Chemical Representations: Students’ Use of a Visualization Tool in the Classroom.  Journal of Research in Science Education, 38(7), 821-842.
  54. Yager, R. E. (1991) The Constructivist Learning Model: Towards Real Reform in Science Education. The Science Teacher, 58 (6), 52-57.