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[ subject:"Education, Sciences." ]
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Students' conceptions of solubility:...
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Ebenezer, Jazlin Vasanthakumari.
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Students' conceptions of solubility: A teacher-researcher collaborative study.
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Students' conceptions of solubility: A teacher-researcher collaborative study./
作者:
Ebenezer, Jazlin Vasanthakumari.
面頁冊數:
291 p.
附註:
Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3160.
Contained By:
Dissertation Abstracts International53-09A.
標題:
Education, Sciences. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NN69730
ISBN:
9780315697300
Students' conceptions of solubility: A teacher-researcher collaborative study.
Ebenezer, Jazlin Vasanthakumari.
Students' conceptions of solubility: A teacher-researcher collaborative study.
- 291 p.
Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3160.
Thesis (Ed.D.)--The University of British Columbia (Canada), 1991.
Currently, in collaboration with teachers, science educators are actively conducting classroom studies. In this process, teachers as researchers are making reflective inquires into their own students' learning. This study followed a similar framework of research at a microcosmic level. It entailed elicitation of thirteen Grade 11 students' individual prior conceptions of solubility and a teacher-researcher collaboration to incorporate these conceptions in the instruction of a unit on solution chemistry. Consequently, the study presents a phenomenography of solubility, narrates a story about classroom instruction which took student's conceptions into consideration, reports four case studies on students' conceptual growth and changes, and outlines some of the factors that facilitate or constrain collaborative teaching that focuses on student understanding of subject matter.
ISBN: 9780315697300Subjects--Topical Terms:
1017897
Education, Sciences.
Students' conceptions of solubility: A teacher-researcher collaborative study.
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Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3160.
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Thesis (Ed.D.)--The University of British Columbia (Canada), 1991.
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Currently, in collaboration with teachers, science educators are actively conducting classroom studies. In this process, teachers as researchers are making reflective inquires into their own students' learning. This study followed a similar framework of research at a microcosmic level. It entailed elicitation of thirteen Grade 11 students' individual prior conceptions of solubility and a teacher-researcher collaboration to incorporate these conceptions in the instruction of a unit on solution chemistry. Consequently, the study presents a phenomenography of solubility, narrates a story about classroom instruction which took student's conceptions into consideration, reports four case studies on students' conceptual growth and changes, and outlines some of the factors that facilitate or constrain collaborative teaching that focuses on student understanding of subject matter.
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The student's prior conceptions of solubility were categorized into six categories of description: (1) physical transformation from solid to liquid, (2) chemical transformation of solute, (3) density of solute, (4) amount of space available in solution, (5) properties of solute, (6) size of solute particles. With regard to learning chemistry, these conceptualizations made clear four issues: (1) students' explanations were bounded by their perceptions, (2) students extended macroscopic explanations to a microscopic level, (3) students made inappropriate links to previous chemistry learning, and (4) students used the language of chemistry nondiscriminately.
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After studying a unit on solution chemistry, two more categories of description were added to the pre-instructional categories: (1) chemical structure of components, (2) solution equilibrium. After instruction, the students attributing to the initial six categories of description diminished in number. The newly acquired conceptions of solubility reflected insufficient explanatory power and were merely overlaid with the chemical language. Learning the language of solution chemistry and acquiring some theoretical understanding of it were reflected in the change between pre- and post-instructional conceptions. This conceptual change can be considered as evolutionary. It was inferred that the abstract and ambiguous nature of chemical theories and principles sets limits to conceptual change teaching. (Abstract shortened by UMI.)
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NN69730
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