Manuscript Number : IJSRST162440

Using Concept Mapping to Remediate Chemistry Teacher Trainees' Understanding of Chemical Phenomena - Before and After

Authors(2) :-Hanson R., Kwarteng T. A.

Researchers have shown interest in how beginning chemistry teacher trainees can improve on their technological pedagogical content knowledge so as to be able to engage their students in concept-based and reflective activities. This is a task that trainees have to build up on their own by first mastering their content knowledge. This article focuses on 29 first year teacher trainees' understanding of chemical phenomena and how their understanding could be improved through concept mapping. An intervention was designed to enhance their basic conceptions upon which other concepts could be built. We analysed concept maps on linkages of periodic properties and how they affect chemical bonding. Their submissions were analysed based on three categories of conceptual understanding. The results showed that their levels of conception improved after the concept mapping intervention.

Authors and Affiliations

Hanson R.
Faculty of Science Education, University of Education, Winneba, Ghana
Kwarteng T. A.
Faculty of Science Education, University of Education, Winneba, Ghana

Alternative Conceptions, Chemical Phenomena, Periodicity, Teacher Trainees.

  1. Barbera, J. (2013). A psychometric analysis of the chemical concepts inventory. Journal of Chemical Education, 90(5), 546-553.
  2. Bretz, S. L. (2001). Novak's theory of education: Human constructivism and meaningful learning. Journal of Chemical Education, 78(8), 1107-1109.
  3. Cheung, D. (2009). Using think-aloud protocols to investigate secondary school chemistry teachers' misconceptions about chemical equilibrium. Chemical Education Research and Practice, 10, 97-108.
  4. Clark, R. C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco: Pfeiffer.
  5. Gooding, J., & Metz, B. (2011). From misconceptions to conceptual change. The Science Teacher, 34-37.
  6. Greene, B., Lubin, I., & Walden, S. (2013). Mapping changes in science teachers' content knowledge: Concept maps and authentic professional development. International Journal of Science Education, 1, 1-13.
  7. Haider, A. H., & Al Naqabi, C. A. (2008). Emirati high school students' understandings of stoichiometry and the influence of metacognition on their understanding. Research in Science and Technological Education, 26(2), 215-237.
  8. Hanson, R. (2015). Identifying students' alternative concepts in basic chemical bonding- a case study of teacher-trainees in the University of Education, Winneba. International Journal of Innovative Research and Development, 4(1), 115-122.
  9. Hanson, R., & Acquah, S. (2014). Enhancing conceptual understanding through the use of microchemistry equipment and collaborative activities. Journal of Education and Practice, 5(12), 120-130.
  10. Hanson, R., Twumasi, A. K., & Antwi, V. (2015). Undergraduate chemistry teacher trainees' understanding of chemical phenomena. European Journal of Basic and Applied Sciences, 2(3), 8-14.
  11. Holme, T., Bretz, S. L., Cooper, M., Lewis, J., Paek, P., Pienta, N., . . . Towns, M. (2010). Enhancing the role of assessment in curriculum reform in chemistry. Chemical Education Research and Practice, 11(2), 92-97.
  12. Lopez, E. J., Shavelson, R. J., Nandagopal, K., Szu, E., & Penn, J. (2014). Factors contributing to problem-solving performance in first semester organic chemistry. Journal of Chemical Education, 91(7), 976-981.
  13. McClary, L. M., & Bretz, S. L. (2012). Development and assessment of a diagnostic tool to identify organic chemistry students' alternative conceptions related to acid strength. International Journal of Science Education, 34(15), 2317-2341.
  14. McMurry, J. (2007). Organic Chemistry. Boston: Cengage Learning.
  15. Mustafa, K., & Murset, C. (2013). Concept maps as a tool for meaningful learning and teaching in chemistry education. International Journal on New Trends in Education and Their Implications, 4(4), 10-15.
  16. Nahum, T., Mamlok-Naaman, R., Hofstein, A., & Taber, K. S. (2010). Teaching and learning the concept of chemical bonding. Studies in Science Education, 46(2), 179-207.
  17. Nikita, L. B., & Suazette, R. M. (2015). Using concept mapping to uncover students' knowledge structures of chemical bonding concepts. Journal of Chemistry Education Research and Practice, 16, 53-66.
  18. Novak, J. D., & Canas, A. J. (2006). The theory underlying concept maps and how to construct and use them. Florida: Florida Institute for Human and Machine Cognition.
  19. Ozem, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13(2), 23-29.
  20. Ozmen, H., Demircioglu, H., & Demircioglu, G. (2009). The effects of conceptual change texts accompanied with animations on overcoming 11th grade students' alternative conceptions of chemical bonding. Computers and Education, 23(3), 681-695.
  21. Papageorgiou, G., & Sakka, D. (2000). Primary school teachers' views on fundamental chemical concepts. Chemistry Education Research and Practice in Europe, 1(2), 237-247.
  22. Pine, K., Messer, D., & John, K. (2001). Chidren's misconceptions in primary: A survey of teachers' views. Research in Science & Technological Education, 19(1), 79-96.
  23. Ruiz-Primo, M. A., Schultz, S. E., Li, M., & Shavelson, R. J. (2001). Comparison of the reliability and validity of scores from two concept mapping techniques. Journal of Research in Science Teaching, 38(2), 260-278.
  24. Sevgi, A., Nurdane, A., Yezdan, B., Ayla, C. D., & Oktay, B. (2009). The contribution of constructivist instruction accompanied by conceptual understanding of chemistry in the laboratory course. Journal of Science Education and Technology, 18, 518-534.
  25. Singer, S. R., Nielsen, N. R., & Scweingruber, H. A. (2012). Discipline-based education research. Kluwer: National Academic Press.
  26. Supasorn, S. (2015). Grade 12 students' conceptual understanding and mental models of galvanic cells before and after learning by using small-scale experiments in conjunction wiyh a model kit. Chemical Education Research and Practice, 16, 393-407.
  27. Szu, E., Nandagopal, K., Shavelson, R. J., Lopez, E. J., Penn, J. H., Scharbeng, M., & Hill, G. W. (2011). Understanding academic performance in organic chemistry. Journal of Chemical Education, 88(9), 1238-1242.
  28. Taber, K. (2002). Chemical misconceptions- Prevention, diagnosis and cure. Volume 1: Theoretical background. London: Royal Society of Chemistry.
  29. Taber, K. S., & Tan, K. C. (2011). The insidious nature of 'hard core' alternative conceptions: Implications for the constructivists research programme of patterns in high school students' and pre-service teachers' thinking about ionisation energy. International Journal of Science Education, 33(2), 259-297.
  30. Tro, N. J. (2010). Principles of chemistry: A molecular approach. New York: Prentice Hall.
  31. Wang, C. Y., & Barrow. (2013). Exploring conceptual frameworks of models of atomic structures and periodic variations, chemical bonding, and molecular shape and polarity: A comparison of undergraduate general chemistry students with high and low levels of content knowledge. Chemistry Education research and Practice, 130-146.
  32. Wesson, K. (2001). What recent brain research tells us about learning. Independent School, 61(1), 58-69.
  33. Wheeldon, J. P., & Faubert, J. (2009). Framing experience: Concept maps, mind maps, and data collection in quantitative research. International Journal of Qualitative Methods, 8(3), 52-67.

Publication Details

Published in : Volume 2 | Issue 4 | July-August 2016
Date of Publication : 2016-08-30
License:  This work is licensed under a Creative Commons Attribution 4.0 International License.
Page(s) : 214-221
Manuscript Number : IJSRST162440
Publisher : Technoscience Academy

Print ISSN : 2395-6011, Online ISSN : 2395-602X

Cite This Article :

Hanson R., Kwarteng T. A., " Using Concept Mapping to Remediate Chemistry Teacher Trainees' Understanding of Chemical Phenomena - Before and After", International Journal of Scientific Research in Science and Technology(IJSRST), Print ISSN : 2395-6011, Online ISSN : 2395-602X, Volume 2, Issue 4, pp.214-221, July-August-2016.
Journal URL : https://ijsrst.com/IJSRST162440
Citation Detection and Elimination     |      | | BibTeX | RIS | CSV

Article Preview