Miskoncepcie pojmov organickej chémie u absolventov základných škôl po školskej reforme na Slovensku

Monika Mĺkva; Ľubomír Held

doi:10.14712/18047106.69

Vol. 4 No. 2 (2013): sciED Research Reports

Misconceptions of Organic Chemistry Concepts Held by Elementary Students after Slovak School Reform

Monika Mĺkva, Ľubomír Held,

DOI: https://doi.org/10.14712/18047106.69

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Mĺkva, M., & Held, Ľ. (2020). Misconceptions of Organic Chemistry Concepts Held by Elementary Students after Slovak School Reform. Scientia in Educatione, 4(2), 3-19. https://doi.org/10.14712/18047106.69

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Abstract

Many research reports have proved that pupils hold misconceptions in majority of chemistry fields and have also problems to understand many of chemical concepts. Misconceptions are strongly anchored in students’ cognitive structures, they are durable, resistant to change and not easy to be eradicated. Our contribution demonstrates students’ misconceptions in the field of organic chemistry. It presents qualitative research of students’ misconceptions and knowledge in the field of organic chemistry conducted at Slovak schools. It specifies many of students’ misconceptions and findings in this area of chemistry. It also puts forward several recommendations for elimination of students’ misconceptions in the field of science, for making the teaching-learning process more effective and closer to students, to increase their interest toward study of science and their intrinsic motivation.

References

BARBER, M., MOURSHED, M. How the world’s best-performing school systems come out on top. New York : McKinsey & Co., 2007, 56 p. Dostupné na: http://mckinseyonsociety.com/downloads/reports/Education/Worlds School Systems Final.pdf Search in Google Scholar
BEAN, J. C. Engaging ideas: The Professor’s guide to integrating writing, critical thinking and active learning in the classroom. Seattle : Jossey-Bass, Seattle University, 1996, 320 p. Search in Google Scholar
BEN-ZVI, R., EYLON, B., SILBERSTEIN, J. Is an atom of copper malleable? Journal of chemical education, 1986, vol. 63, no. 1, p. 64–66. Search in Google Scholar
BOX, V. G. S. Using molecular modeling to understand some of the more subtle aspects of aromaticity and antiaromaticity. Journal of Chemical Education, 2011, vol. 88, no. 7, p. 898–906. Search in Google Scholar
BRYAN, L. CH. H. Identifying Students’ Misconceptions in ‘A-Level’ Organic Chemistry. Innova Junior College, 2007. Dostupné na: http://conference.nie.edu.sg/2007/paper/papers/SCI352.pdf Search in Google Scholar
BUNCE, D. M., HUTCHINSON, K. D. The use of the GALT (Group Assessment of Logical Thinking) as a predictor of academic success in college chemistry. Journal of Chemical Education, 1993, vol. 70, p. 183–187. Search in Google Scholar
CARTRETTE, D. P., MAYO, P. M. Students’ understandings of acids/bases in organic chemistry contexts. Chemistry Education Research and Practice, 2011, vol. 12, p. 29–39. Search in Google Scholar
DORI, Y. J., KABERMAN, Z. Assessing high school chemistry students’ modeling sub-skills in a computerized molecular modeling learning environment. Instructional Science. 2012, vol. 40, p. 69–91. Search in Google Scholar
DRIVER, R. Students’ conceptions and the learning of science. International Journal of Science Education, 1989, vol. 11, p. 481–490. Search in Google Scholar
FRANCISCO, J. S., NICOLL, G., TRAUTMANN, M. Integrating multiple teaching methods into a general chemistry classroom. Journal Chemical Education, 1998, vol. 75, p. 210–213. Search in Google Scholar
HOLEC, S., KMEŤOVÁ, J., SPODNIAKOVÁ PFEFFEROVÁ, M., RAGANOVÁ, J., HRUŠKA, M. Testovanie prírodovednej gramotnosti PISA 2006. Fakulta prírodných vied, Univerzita Mateja Bela, Banská Bystrica, 2010, s. 59–69. Search in Google Scholar
CHRISTIAN, K., TALANQUER, V. Modes of reasoning in self-initiated study groups in chemistry. Chemistry Education Research and Practice, 2012, vol. 13, no. 3, p. 286–295. Search in Google Scholar
KOVAC, J. Student Active learning methods in General Chemistry. Journal of Chemical Education, 1999, vol. 76, p. 120. Search in Google Scholar
KRUSE, R. A., ROEHRIG, G. H. A Comparison Study: Assessing Teachers’ Conceptions with the Chemistry Concepts Inventory. Journal of chemical education, 2005, vol. 82, no. 8, p. 1 246–1 250. Search in Google Scholar
LIM, Ch., TAY, L., HEDBERG, J. Employing an Activity-Theoretical Perspective to Localize an Educational Innovation in an Elementary School. Journal of Educational Computing Research, 2011, vol. 44, no. 3, p. 319–344. Search in Google Scholar
LOPEZ, E., NANDAGOPAL, K., CARDIN, N., SHAVELSON, R. J., PENN, J. H. Validating the use of concept-mapping as a diagnostic assessment tool in organic chemistry: implications for teaching. Chemistry Education Research and Practice, 2011, vol. 12, no. 2, p. 133–141. Search in Google Scholar
LOU, S., LIN, H., SHIH, R., TSENG, K. Improving the effectiveness of organic chemistry experiments through multimedia teaching materials for junior high school students. Turkish Online Journal of Educational Technology – TOJET, 2012, vol. 11, no. 2, p. 135–141. Search in Google Scholar
LOVERUDE, M. E., GONZALEZ, B. L., NANES, R. Inquiry-Based Course in Physics and Chemistry for Preservice K-8 Teachers. Physical Review Special Topics: Physics Education Research, 2011, vol. 7, no. 1. Search in Google Scholar
LYNCH,D. J., TRUJILLO, H. Motivational Beliefs and Learning Strategies in Organic Chemistry. International Journal of Science and Mathematics Education, 2011, vol. 9, no. 6, p. 1 351–1 365. Search in Google Scholar
McDERMOTT, L. Research on Conceptual Understanding in Mechanics. Physics Today, 1984, vol. 37, p. 4–32. Search in Google Scholar
MĹKVA, M. Miskoncepcie žiakov v organickej chémii. InAktuálne trendy vo vyučovaní prírodných vied. Zborník z medzinárodnej konferencie Smolenice 15.–17. október 2012. Trnava : Trnavská univerzita v Trnave, Pedagogická fakulta, 2012, s. 66–72. Search in Google Scholar
MOHAN, L., CHEN, J., ANDERSON, Ch. W. Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching, 2009, vol. 46, no. 6, p. 675–698. Search in Google Scholar
OROLÍNOVÁ, M. Skúsenosti z uplatnenia zakotvenej teórie pri skúmaní detských a laických interpretácií javov. Acta Fac. Paed. Univ. Tyrnaviensis, Ser. D, 2004, č. 8, s. 75–85. Search in Google Scholar
ROSENTHAL, L. C. Writing across the curriculum: Chemistry lab reports. Journal of Chemical Education, 1987, vol. 64, p. 996–998. Search in Google Scholar
PURSELL, D. P. Adapting to student learning styles: engaging students with cell phone technology in organic chemistry instruction. Journal of Chemical Education, 2099, vol. 86, no. 10, p. 1 219–1 222. Search in Google Scholar
REDISH, E. F. The implications of cognitive studies for teaching physics. American Journal of Physics, 1994, vol. 62, no. 6, p. 796–803. Search in Google Scholar
RUSHTON, G. T., HARDY, R. C., GWALTNEY, K. P., LEWIS, S. E. Alternative conceptions of organic chemistry topics among fourth year chemistry students. Chemistry Education Research and Practice, 2008, vol. 9, no. 2, p. 122–130. Search in Google Scholar
SADEK, C. M., BROWN, B. A., WAN, H. A cost-effective two-part experiment for teaching introductory organic chemistry techniques. Journal of Chemical Education, 2011, vol. 88, no. 10, p. 1 431–1 433. Search in Google Scholar
SALAH, H., DUMON, A. Conceptual integration of hybridization by algerian students intending to teach physical sciences. Chemistry Education Research and Practice, 2011, vol. 12, no. 4, p. 443–453. Search in Google Scholar
SANDERS,W. L., RIVERS, J. C. Research Project Report: Cumulative and Residual Effects of Teachers on Future Student Academic Achievement. Knoxville : University of Tennessee Value-Added Research and Assessment Center. Search in Google Scholar
SHEEHAN, M., CHILDS, P. E. ITS chemistry! An intervention programme aimed at developing thinking skills in chemistry. Paper presented at European Science Education Research Association (ESERA) conference, Lyon, France, Strand 2, available online at: http://lsg.ucy.ac.cy/esera/e book/base/ebook/strand2/ebook-esera2011 SHEEHAN 02.pdf, accessed 21/6/12. Search in Google Scholar
SHEEHAN, M., CHILDS, P. E., HAYES, S. The chemical misconceptions of preservice science teachers at the University of Limerick: Do they change? IOSTENWE : Contemporary Issues in Science and Technology Education, 2011. Search in Google Scholar
SHIBLEY, I. A., AMARAL, K. E., AURENTZ, D., MCCAULLY, R. J. Oxidation and Reduction Reactions in Organic Chemistry. Journal of Chemical Education, 2010, vol. 87, no. 12, p. 1 351–1 354. Search in Google Scholar
SCHMIDT, H. J. Students’ Understanding of Molecular Structure and Properties of Organic Compounds. St. Louis : MO, 1996. Search in Google Scholar
SIMPSON, P. Organic reaction mechanisms in the sixth form part 1. School Science Review, 1988, vol. 70, no. 251, p. 77–82. Search in Google Scholar
STULL, A. T., HEGARTY, M., DIXON, B., STIEFF, M. Representational translation with concrete models in organic chemistry. Cognition and Instruction, 2012, vol. 30, no. 4, p. 404–434. Search in Google Scholar
SZU, E., NANDAGOPAL, K., SHAVELSON, R. J., LOPEZ, E. J., PENN, J. H., SCHARBERG, M., HILL, G. W. Understanding academic performance in organic chemistry. Journal of Chemical Education, 2011, vol. 88, no. 9, p. 1 238–1 242. Search in Google Scholar
ŠKODA, J., DOULÍK, P. Prekoncepce a miskoncepce v odborových didaktikách. Ústí nad Labem : Univerzita J. E. Purkyně, 2010, 273 s. Search in Google Scholar
TAN, K. D., TABER, K. Ionization energy: implications of preservice teachers’ conceptions. Journal of chemical education, 2009, vol. 86, no. 5, p. 623–629. Search in Google Scholar
TOPAL, G., ORAL, B., ÖZDEN, M. University and secondary school students’ misconceptions about the concept of “Aromaticity” in organic chemistry. International Journal of Environmental and Science Education, 2007, vol. 2, no. 4, p. 135–143. Search in Google Scholar
VICENOVÁ, H., GANAJOVÁ, M. Chémia pre 9. ročník základnej školy a 4. ročník gymnázia s osemročným štúdiom. Bratislava : EXPOL PEDAGOGIKA, 2012, 142 s. Search in Google Scholar
ZOLLER, U. Students’ misunderstandings and misconceptions in college freshman chemistry (General and Organic). Journal of Research in Science Teaching, 1990, vol. 27, no. 10, p. 1 053–1 065. Search in Google Scholar
ZOLLER, U. Are lecture and learning compatible – maybe for LOCS – unlikely for HOCS. Journal of Chemical Education, 1993, vol. 70, no. 3, p. 195–197. Search in Google Scholar
ŽOLDOŠOVÁ, K. Východiská primárneho prírodovedného vzdelávania. Bratislava : VEDA – TYPI Universitas Tyrnaviensis, 2006, 167 s. Search in Google Scholar

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[1] BARBER, M., MOURSHED, M. How the world’s best-performing school systems come out on top. New York : McKinsey & Co., 2007, 56 p. Dostupné na: http://mckinseyonsociety.com/downloads/reports/Education/Worlds School Systems Final.pdf Search in Google Scholar

[2] BEAN, J. C. Engaging ideas: The Professor’s guide to integrating writing, critical thinking and active learning in the classroom. Seattle : Jossey-Bass, Seattle University, 1996, 320 p. Search in Google Scholar

[3] BEN-ZVI, R., EYLON, B., SILBERSTEIN, J. Is an atom of copper malleable? Journal of chemical education, 1986, vol. 63, no. 1, p. 64–66. Search in Google Scholar

[4] BOX, V. G. S. Using molecular modeling to understand some of the more subtle aspects of aromaticity and antiaromaticity. Journal of Chemical Education, 2011, vol. 88, no. 7, p. 898–906. Search in Google Scholar

[5] BRYAN, L. CH. H. Identifying Students’ Misconceptions in ‘A-Level’ Organic Chemistry. Innova Junior College, 2007. Dostupné na: http://conference.nie.edu.sg/2007/paper/papers/SCI352.pdf Search in Google Scholar

[6] BUNCE, D. M., HUTCHINSON, K. D. The use of the GALT (Group Assessment of Logical Thinking) as a predictor of academic success in college chemistry. Journal of Chemical Education, 1993, vol. 70, p. 183–187. Search in Google Scholar

[7] CARTRETTE, D. P., MAYO, P. M. Students’ understandings of acids/bases in organic chemistry contexts. Chemistry Education Research and Practice, 2011, vol. 12, p. 29–39. Search in Google Scholar

[8] DORI, Y. J., KABERMAN, Z. Assessing high school chemistry students’ modeling sub-skills in a computerized molecular modeling learning environment. Instructional Science. 2012, vol. 40, p. 69–91. Search in Google Scholar

[9] DRIVER, R. Students’ conceptions and the learning of science. International Journal of Science Education, 1989, vol. 11, p. 481–490. Search in Google Scholar

[10] FRANCISCO, J. S., NICOLL, G., TRAUTMANN, M. Integrating multiple teaching methods into a general chemistry classroom. Journal Chemical Education, 1998, vol. 75, p. 210–213. Search in Google Scholar

[11] HOLEC, S., KMEŤOVÁ, J., SPODNIAKOVÁ PFEFFEROVÁ, M., RAGANOVÁ, J., HRUŠKA, M. Testovanie prírodovednej gramotnosti PISA 2006. Fakulta prírodných vied, Univerzita Mateja Bela, Banská Bystrica, 2010, s. 59–69. Search in Google Scholar

[12] CHRISTIAN, K., TALANQUER, V. Modes of reasoning in self-initiated study groups in chemistry. Chemistry Education Research and Practice, 2012, vol. 13, no. 3, p. 286–295. Search in Google Scholar

[13] KOVAC, J. Student Active learning methods in General Chemistry. Journal of Chemical Education, 1999, vol. 76, p. 120. Search in Google Scholar

[14] KRUSE, R. A., ROEHRIG, G. H. A Comparison Study: Assessing Teachers’ Conceptions with the Chemistry Concepts Inventory. Journal of chemical education, 2005, vol. 82, no. 8, p. 1 246–1 250. Search in Google Scholar

[15] LIM, Ch., TAY, L., HEDBERG, J. Employing an Activity-Theoretical Perspective to Localize an Educational Innovation in an Elementary School. Journal of Educational Computing Research, 2011, vol. 44, no. 3, p. 319–344. Search in Google Scholar

[16] LOPEZ, E., NANDAGOPAL, K., CARDIN, N., SHAVELSON, R. J., PENN, J. H. Validating the use of concept-mapping as a diagnostic assessment tool in organic chemistry: implications for teaching. Chemistry Education Research and Practice, 2011, vol. 12, no. 2, p. 133–141. Search in Google Scholar

[17] LOU, S., LIN, H., SHIH, R., TSENG, K. Improving the effectiveness of organic chemistry experiments through multimedia teaching materials for junior high school students. Turkish Online Journal of Educational Technology – TOJET, 2012, vol. 11, no. 2, p. 135–141. Search in Google Scholar

[18] LOVERUDE, M. E., GONZALEZ, B. L., NANES, R. Inquiry-Based Course in Physics and Chemistry for Preservice K-8 Teachers. Physical Review Special Topics: Physics Education Research, 2011, vol. 7, no. 1. Search in Google Scholar

[19] LYNCH,D. J., TRUJILLO, H. Motivational Beliefs and Learning Strategies in Organic Chemistry. International Journal of Science and Mathematics Education, 2011, vol. 9, no. 6, p. 1 351–1 365. Search in Google Scholar

[20] McDERMOTT, L. Research on Conceptual Understanding in Mechanics. Physics Today, 1984, vol. 37, p. 4–32. Search in Google Scholar

[21] MĹKVA, M. Miskoncepcie žiakov v organickej chémii. InAktuálne trendy vo vyučovaní prírodných vied. Zborník z medzinárodnej konferencie Smolenice 15.–17. október 2012. Trnava : Trnavská univerzita v Trnave, Pedagogická fakulta, 2012, s. 66–72. Search in Google Scholar

[22] MOHAN, L., CHEN, J., ANDERSON, Ch. W. Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching, 2009, vol. 46, no. 6, p. 675–698. Search in Google Scholar

[23] OROLÍNOVÁ, M. Skúsenosti z uplatnenia zakotvenej teórie pri skúmaní detských a laických interpretácií javov. Acta Fac. Paed. Univ. Tyrnaviensis, Ser. D, 2004, č. 8, s. 75–85. Search in Google Scholar

[24] ROSENTHAL, L. C. Writing across the curriculum: Chemistry lab reports. Journal of Chemical Education, 1987, vol. 64, p. 996–998. Search in Google Scholar

[25] PURSELL, D. P. Adapting to student learning styles: engaging students with cell phone technology in organic chemistry instruction. Journal of Chemical Education, 2099, vol. 86, no. 10, p. 1 219–1 222. Search in Google Scholar

[26] REDISH, E. F. The implications of cognitive studies for teaching physics. American Journal of Physics, 1994, vol. 62, no. 6, p. 796–803. Search in Google Scholar

[27] RUSHTON, G. T., HARDY, R. C., GWALTNEY, K. P., LEWIS, S. E. Alternative conceptions of organic chemistry topics among fourth year chemistry students. Chemistry Education Research and Practice, 2008, vol. 9, no. 2, p. 122–130. Search in Google Scholar

[28] SADEK, C. M., BROWN, B. A., WAN, H. A cost-effective two-part experiment for teaching introductory organic chemistry techniques. Journal of Chemical Education, 2011, vol. 88, no. 10, p. 1 431–1 433. Search in Google Scholar

[29] SALAH, H., DUMON, A. Conceptual integration of hybridization by algerian students intending to teach physical sciences. Chemistry Education Research and Practice, 2011, vol. 12, no. 4, p. 443–453. Search in Google Scholar

[30] SANDERS,W. L., RIVERS, J. C. Research Project Report: Cumulative and Residual Effects of Teachers on Future Student Academic Achievement. Knoxville : University of Tennessee Value-Added Research and Assessment Center. Search in Google Scholar

[31] SHEEHAN, M., CHILDS, P. E. ITS chemistry! An intervention programme aimed at developing thinking skills in chemistry. Paper presented at European Science Education Research Association (ESERA) conference, Lyon, France, Strand 2, available online at: http://lsg.ucy.ac.cy/esera/e book/base/ebook/strand2/ebook-esera2011 SHEEHAN 02.pdf, accessed 21/6/12. Search in Google Scholar

[32] SHEEHAN, M., CHILDS, P. E., HAYES, S. The chemical misconceptions of preservice science teachers at the University of Limerick: Do they change? IOSTENWE : Contemporary Issues in Science and Technology Education, 2011. Search in Google Scholar

[33] SHIBLEY, I. A., AMARAL, K. E., AURENTZ, D., MCCAULLY, R. J. Oxidation and Reduction Reactions in Organic Chemistry. Journal of Chemical Education, 2010, vol. 87, no. 12, p. 1 351–1 354. Search in Google Scholar

[34] SCHMIDT, H. J. Students’ Understanding of Molecular Structure and Properties of Organic Compounds. St. Louis : MO, 1996. Search in Google Scholar

[35] SIMPSON, P. Organic reaction mechanisms in the sixth form part 1. School Science Review, 1988, vol. 70, no. 251, p. 77–82. Search in Google Scholar

[36] STULL, A. T., HEGARTY, M., DIXON, B., STIEFF, M. Representational translation with concrete models in organic chemistry. Cognition and Instruction, 2012, vol. 30, no. 4, p. 404–434. Search in Google Scholar

[37] SZU, E., NANDAGOPAL, K., SHAVELSON, R. J., LOPEZ, E. J., PENN, J. H., SCHARBERG, M., HILL, G. W. Understanding academic performance in organic chemistry. Journal of Chemical Education, 2011, vol. 88, no. 9, p. 1 238–1 242. Search in Google Scholar

[38] ŠKODA, J., DOULÍK, P. Prekoncepce a miskoncepce v odborových didaktikách. Ústí nad Labem : Univerzita J. E. Purkyně, 2010, 273 s. Search in Google Scholar

[39] TAN, K. D., TABER, K. Ionization energy: implications of preservice teachers’ conceptions. Journal of chemical education, 2009, vol. 86, no. 5, p. 623–629. Search in Google Scholar

[40] TOPAL, G., ORAL, B., ÖZDEN, M. University and secondary school students’ misconceptions about the concept of “Aromaticity” in organic chemistry. International Journal of Environmental and Science Education, 2007, vol. 2, no. 4, p. 135–143. Search in Google Scholar

[41] VICENOVÁ, H., GANAJOVÁ, M. Chémia pre 9. ročník základnej školy a 4. ročník gymnázia s osemročným štúdiom. Bratislava : EXPOL PEDAGOGIKA, 2012, 142 s. Search in Google Scholar

[42] ZOLLER, U. Students’ misunderstandings and misconceptions in college freshman chemistry (General and Organic). Journal of Research in Science Teaching, 1990, vol. 27, no. 10, p. 1 053–1 065. Search in Google Scholar

[43] ZOLLER, U. Are lecture and learning compatible – maybe for LOCS – unlikely for HOCS. Journal of Chemical Education, 1993, vol. 70, no. 3, p. 195–197. Search in Google Scholar

[44] ŽOLDOŠOVÁ, K. Východiská primárneho prírodovedného vzdelávania. Bratislava : VEDA – TYPI Universitas Tyrnaviensis, 2006, 167 s. Search in Google Scholar

Scientia in educatione

Misconceptions of Organic Chemistry Concepts Held by Elementary Students after Slovak School Reform

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