use paper and pencil tests to s to investigate 11 grade students’misconcepts of gas particles

• Main Authors: Yu Jing Hwang, 黃玉菁
• Other Authors: Jhy-Ming Horng
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/17120176024324212581

碩士 === 國立臺灣師範大學 === 化學研究所 === 92 === The purpose of this study was to investigate 415 11 grade students’ concepts of gas particles, gender differences on the misconceptions of the particles, and the concept which gas particles belong to — memory or comprehension. The study was done by researcher''s developing paper- and-pencil tests about gas particles, including two-tier diagnostic tests. After receiving the instruction of the lesson of gas particles, students took a pre-test. The post-test was given after another month. The results showed that some students thought the rising of temperature expanded the air in the Erlenmeyer flask, and thus the air flowed into andenlarged the balloon. Students assumed that pressing the container would lessen the volume of it and decrease the mass of the gas particles, whereas if not pressed, the volume and mass would increase. We found that, among the 11 grad students, girls performed slightly better than boys in the comprehension of the concepts of gas particles. Compared the scores of each concept test, the results of the post- test surpassed those of the pre-test in mass, vibration and property. It is probably because these concepts are comprehensive so that students won''t easily forget as time goes by. Instead, these concepts will grow even more rooted day after day. The performance of the pre-test of girls in both memory and comprehensionexceeded their male counterparts. But in the post-test, the girls did better than the boys only in the memory concept. Compared the scores of the two tests, both girls and boys scored less in the memory concepts. However, both got more points in the comprehensive concepts. This proves that memory concepts will be forgotten gradually yet comprehensive concepts will be more solid as time goes by. A suggestion was proposed that chemical teachers should collect students''thoughts first before administering related units and remind students during the teaching process. Teaching activities also should be planned to change students'' concepts.