Student misconceptions : identifying and reformulating what they bring to the chemistry table

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorModic, Amiee L.en
dc.date.accessioned2013-06-25T18:37:00Z
dc.date.available2013-06-25T18:37:00Z
dc.date.issued2011en
dc.description.abstractThe primary goal of this project was to investigate methods of identifying student misconceptions as they related to the particulate nature of matter, and then to determine what types of treatments might be effective toward helping students redefine their concepts. Misconceptions were identified through the Particulate Nature of Matter Assessment, as well as through knowledge probes and the Conceptual Change Model. The primary methods of treatment included laboratory activities, model building and animations. Post-assessments and interviews revealed an improvement in the understanding of molecular size and conductivity of solutions at a conceptual level, while student understanding of phase changes did not improve as much. Interviews and small group discussion proved to be surprisingly useful and hold promise for future lesson planning.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/1886en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2011 by Amiee L. Modicen
dc.subject.lcshChemistryen
dc.subject.lcshCritical pedagogyen
dc.subject.lcshHigh school studentsen
dc.titleStudent misconceptions : identifying and reformulating what they bring to the chemistry tableen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey1731191en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage110en

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