NDLI: Mapping students’ knowledge structure in understanding density, mass percent, molar mass, molar volume and their application in calculations by the use of the knowledge space theory

Please wait, while we are loading the content...

Mapping students’ knowledge structure in understanding density, mass percent, molar mass, molar volume and their application in calculations by the use of the knowledge space theory

Evaluation of student engagement with two learning supports in the teaching of 1st year undergraduate chemistry

Front cover

Themed Issue on Research and Practice in Chemical Education in Advanced Courses

Contents

Chemistry Education Research and Practice Vol - 8 Issue - 3

Chemistry Education Research and Practice Vol - 8 Issue - 2

Chemistry Education Research and Practice Vol - 8 Issue - 1

Chemistry Education Research and Practice Vol -7

Chemistry Education Research and Practice Vol -6

Chemistry Education Research and Practice Vol -5

Chemistry Education Research and Practice Vol -4

Chemistry Education Research and Practice Vol -3

Chemistry Education Research and Practice Vol -2

Mapping students’ knowledge structure in understanding density, mass percent, molar mass, molar volume and their application in calculations by the use of the knowledge space theory

Content Provider	Royal Society of Chemistry (RSC)
Author	Tóth, Zoltán
Copyright Year	2007
Abstract	Knowledge space theory was used for mapping students’ knowledge structures in calculating density, mass-percent, molar mass and molar volume. Data were collected among the 9-10th graders (age 15-16) at two different secondary grammar schools. Students’ responses were evaluated in a binary fashion and were used for determining knowledge structures with a systematic trial-and-error process using .2 analysis. Based on the students’ knowledge structures, the critical learning pathways, the characteristic hierarchies of concepts and the critical concepts were identified and analysed. In students’ cognitive structure, molar volume is built on the concept of molar mass. With one group there is a strong connection between the concepts of density, molar mass, molar volume and the calculation of gas volume while with the other group there is no such connection. The reason for this disconnected cognitive structure is the difference in the learning method between the two groups. Students from the second school learned the concepts of density, molar mass, molar volume and mass percent by rote-learning using mnemotechnics. This is a good example that rote learning makes the finding of the connections between concepts hard and gives separated and non-mobilizable knowledge. [Chem. Educ. Res. Pract., 2007, 8 (4), 376-389.]
Starting Page	376
Ending Page	389
Page Count	14
File Format	PDF
ISSN	11094028
Volume Number	8
Issue Number	4
Journal	Chemistry Education Research and Practice
DOI	10.1039/B6RP90037B
Language	English
Publisher	Royal Society of Chemistry
Access Restriction	Open
Subject Keyword	Art of memory Molar mass Molar volume Memorization Grammar Educ Knowledge space
Content Type	Text
Resource Type	Article
Subject	Chemistry Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Combination of Phenomenography with Knowledge Space Theory to study students’ thinking patterns in describing an atom

The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level

Determination of the molar mass of students in a chemistry class

HELPING STUDENTS TO MAKE INFERENCES ABOUT THE ATOMIC REALM BY DELAYING THE PRESENTATION OF ATOMIC STRUCTURE

High school students’ understanding of titrations and related acid-base phenomena

Atom and molecule: upper secondary school French students’ representations in long-term memory

STUDENTS DIFFICULTIES IN UNDERSTANDING OF THE CONSERVATION OF MATTER IN OPEN AND CLOSED-SYSTEM CHEMICAL REACTIONS

Students’ understanding of matter: the effect of reasoning ability and grade level

Grammar School Students’ Opinions on the Art Curriculum: An Estonian, Portuguese and Slovenian Comparative Study

Mapping students’ knowledge structure in understanding density, mass percent, molar mass, molar volume and their application in calculations by the use of the knowledge space theory

Similar Documents

Combination of Phenomenography with Knowledge Space Theory to study students’ thinking patterns in describing an atom

The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level

Determination of the molar mass of students in a chemistry class

HELPING STUDENTS TO MAKE INFERENCES ABOUT THE ATOMIC REALM BY DELAYING THE PRESENTATION OF ATOMIC STRUCTURE

High school students’ understanding of titrations and related acid-base phenomena

Atom and molecule: upper secondary school French students’ representations in long-term memory

STUDENTS DIFFICULTIES IN UNDERSTANDING OF THE CONSERVATION OF MATTER IN OPEN AND CLOSED-SYSTEM CHEMICAL REACTIONS

Students’ understanding of matter: the effect of reasoning ability and grade level

Grammar School Students’ Opinions on the Art Curriculum: An Estonian, Portuguese and Slovenian Comparative Study

Mapping students’ knowledge structure in understanding density, mass percent, molar mass, molar volume and their application in calculations by the use of the knowledge space theory