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postgraduate thesis: Exploring students' pre-instructional ideas in balancing chemical equations

TitleExploring students' pre-instructional ideas in balancing chemical equations
Authors
Issue Date2016
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Chan, K. [陳錦籃]. (2016). Exploring students' pre-instructional ideas in balancing chemical equations. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractThis study explored pre-instructional ideas of balancing chemical equation held by students aged 14-15 (Year 9). Nine students were selected based on their performance in a selection test that assessed their relevant prior knowledge of stoichiometry. Each three were selected from high, medium and low achievers in the test. These students were interviewed. Their pre-instructional ideas were probed into through observing strategies they employed in balancing a simple molecular equation (namely, the combustion of methane). It was found that students’ pre-instructional ideas of ‘being balanced’ varied. Strategies students deployed in balancing the equation could be modelled as using (1) symbols, (2) particulate drawings, and (3) numbers: (1) Students deploying strategies using symbols tended to balance the equation successfully. But changes of subscripts in chemical formulae to represent the number of atoms was observed. (2) Students deploying strategies using particulate drawings demonstrated more use of relevant prior knowledge and the ability to move across symbolic representations and particulate diagrams. (3) Students deploying strategies using numbers were found to assemble very limited relevant prior knowledge of stoichiometry by treating the chemical equation as a mathematical equation. The study ascertained students’ pre-instructional ideas in equation balancing and enhanced our understanding of what relevant prior knowledge was used as they attempted to balance the equation. Suggestions in the teaching of balancing equations in relation to students’ pre-instructional ideas are discussed.
DegreeMaster of Education
SubjectChemical equations - Study and teaching (Secondary)
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/240607
HKU Library Item IDb5854299

 

DC FieldValueLanguage
dc.contributor.authorChan, Kam-lam-
dc.contributor.author陳錦籃-
dc.date.accessioned2017-05-06T23:13:49Z-
dc.date.available2017-05-06T23:13:49Z-
dc.date.issued2016-
dc.identifier.citationChan, K. [陳錦籃]. (2016). Exploring students' pre-instructional ideas in balancing chemical equations. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/240607-
dc.description.abstractThis study explored pre-instructional ideas of balancing chemical equation held by students aged 14-15 (Year 9). Nine students were selected based on their performance in a selection test that assessed their relevant prior knowledge of stoichiometry. Each three were selected from high, medium and low achievers in the test. These students were interviewed. Their pre-instructional ideas were probed into through observing strategies they employed in balancing a simple molecular equation (namely, the combustion of methane). It was found that students’ pre-instructional ideas of ‘being balanced’ varied. Strategies students deployed in balancing the equation could be modelled as using (1) symbols, (2) particulate drawings, and (3) numbers: (1) Students deploying strategies using symbols tended to balance the equation successfully. But changes of subscripts in chemical formulae to represent the number of atoms was observed. (2) Students deploying strategies using particulate drawings demonstrated more use of relevant prior knowledge and the ability to move across symbolic representations and particulate diagrams. (3) Students deploying strategies using numbers were found to assemble very limited relevant prior knowledge of stoichiometry by treating the chemical equation as a mathematical equation. The study ascertained students’ pre-instructional ideas in equation balancing and enhanced our understanding of what relevant prior knowledge was used as they attempted to balance the equation. Suggestions in the teaching of balancing equations in relation to students’ pre-instructional ideas are discussed.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subject.lcshChemical equations - Study and teaching (Secondary)-
dc.titleExploring students' pre-instructional ideas in balancing chemical equations-
dc.typePG_Thesis-
dc.identifier.hkulb5854299-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-

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