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  Home > JCE Print > Journal of Chemical Education > Issues > 2007  > January  >
Research: Science and Education
Chemical Education Research
Two Kinds of Conceptual Problems in Chemistry Teaching
Zuzana Haláková and Miroslav Prokša,
Department of Didactics, Psychology, and Pedagogy, Comenius University in Bratislava, Mlynská dolina, 842 15 Bratislava, Slovakia
Cover
January 2007
Vol. 84 No. 1
p. 172
Abstract
The use of conceptual questions is one tool that can assist students in obtaining a deeper learning experience, improve their understanding and ability to apply learning to new situations, enhance their critical thinking, and increase their enthusiasm for science and learning. The performance of first-year science students with two forms of conceptual questions was investigated. The results indicate that students might have problems solving conceptual questions without reference to the question form (verbal or pictorial). The depth of students' understanding of chemical concepts seems to play an important role.
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The two versions of the conceptual tests are available.
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Citation
Haláková, Zuzana; Proksa, Miroslav. J. Chem. Educ. 2007, 84, 172.
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Keywords
Chemical Education Research; General Chemistry; Teaching / Learning Aids; Teaching / Learning Theory / Practice
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History
Created:
Last Updated:
12/5/2006
3/19/2007
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