Students’ reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post-16 chemistry course?

International Journal of Science Education

Volumn 22, Issue 11, 2000, Pages 1171-1200

  Barker, Vanessa ^a   Millar, Robin ^b  

^a UNIVERSITY OF LONDON   (United Kingdom)

^b UNIVERSITY OF YORK   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0344389751     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500690050166742     Document Type: Article

References (33)

1. American Chemical Society (1988) ChemComm: Chemistry in the Community (Dubuque, IO: Kendall-Hunt).
2. Andersson, B. (1984) Chemical Reactions. EKNA report no. 12 (Goteborg: University of Goteborg, Sweden).
3. APU Assessment of Performance Unit (1985) Science at Age 15: Science Report for Teachers: 5 (London: Department of Education and Science).
4. Barker, V. (1994) A longitudinal study of 16-18 year old students’ understanding of basic chemical ideas, unpublished DPhil thesis, University of York.
5. Barker, V. and Millar, R. (1996a) Beginning A Level Chemistry Students’ Understanding of Basic Chemical Ideas. Research Paper 96/03 (York: Department of Educational Studies, University of York).
6. Barker, V. and Millar, R. (1996b) Changes in Salters’ A Level Chemistry Students’ Understanding of Basic Chemical Ideas. Research Paper 96/04 (York: Department of Educational Studies, University of York).
7. Barker, V. and Millar, R. (1996c) Differences between Salters’ and Traditional A Level Chemistry Students’ Understanding of Basic Chemical Ideas. Research Paper 96/05 (York: Department of Educational Studies, University of York).
8. Barker, V. and Millar, R. (1999) Students’ reasoning about chemical reactions: what changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 21, 645-665.
9. Boo, H. K. (1998) Students’ understandings of chemical bonds and the energetics of chemical reactions. Journal of Research in Science Teaching, 35, 569-581.
10. Boujaoude, S. B. (1991) A study of the nature of students’ understandings about the concept of burning. Journal of Research in Science Teaching, 28, 689-704.
11. Burton, G., Holman, J., Pilling, G. and Waddington, D., (1994a) Salters’ Advanced Chemistry Chemical Storylines (Oxford: Heinemann).
12. Burton, G., Holman, J., Pilling, G. and Waddington, D. (1994b) Salters’ Advanced Chemistry Chemical Ideas (Oxford: Heinemann).
13. Burton, G., Holman, J., Pilling, G. and Waddington, D. (1994c) Salters’ Advanced Chemistry Activities and Assessment Pack (Oxford: Heinemann).
14. Burton, G., Holman, J., Pilling, G. and Waddington, D. (1994d) Salters’ Advanced Chemistry Teacher' s Guide (Oxford: Heinemann).
15. Butts, B. and Smith, R. (1987) HSC Chemistry students’ understanding of the structure and properties of molecular and ionic compounds. Research in Science Education, 17, 192-201.
16. (CEPUP) Chemical Education for Public Understanding Programme (1991) (Berkeley, CA: Lawrence Hall of Science, University of California Press).
17. Edexcel Foundation (1998) AS and A Level Physics (Salters Horners) Syllabus (8551 AS Physics, 9551 Physics) (London: Edexcel).
18. Eijkelhof, H. and Kortland, K. (1988) Broadening the aims of physics education. In P. Fensham (ed.) Development and Dilemmas in Science Education (London: Falmer), 282-305.
19. Osborne, R. and Cosgrove, M. (1983) Children’s conceptions of the changes of state in water. Journal of Research in Science Teaching, 20, 825-838.
20. Peterson, R. F. (1993) Tertiary students’ understanding of covalent bonding and structure concepts. Australian Journal of Chemical Education, July, 11-15.
21. Peterson, R. F. and Treagust, D. F. (1989) Grade-12 students’ misconceptions of covalent bonding. Journal of Chemical Education, 66, 459-460.
22. Peterson, R. F., Treagust, D. F. and Garnett, P. (1989) Development and application of a diagnostic instrument to evaluate grade 11 and 12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of research in Science Teaching, 26, 301-314.
23. PRIME Science Education Group (1998) PRIME Science. Textbooks and Teachers’ Guides for Middle Schools Levels A-C and High School Levels 1-2 (Dubuque, IO: Kendall- Hunt).
24. Ross, K. (1993) There is no energy in food and fuels-but they do have fuel value. School Science Review, 75, 39-47.
25. Schollum, B. (1981) Burning: A Working Paper of the Learning in Science Project (No. 36) (Hamilton, New Zealand: University of Waikato).
26. (SEAC) School Examinations and Assessment Council (1993) Subject Core for Chemistry, GCE Advanced and Advanced Supplementary Examinations (London: SEAC).
27. Swinbank, E. (1997) Salters’ advanced physics: a new A level course in the early stages of development. Physics Education, 32, 111-114.
28. TABER, K. S. (1993a) Case Study of an A Level Student' s Understanding of Chemical Bonding: Annie. Working paper (Havering College of Further and Higher Education).
29. Taber, K. S. (1993b) Stability and lability in student conceptions: some evidence from a case study. Paper presented at the British Educational Research Association Annual Conference, University of Liverpool, September.
30. Taber, K. S. (1994) Misunderstanding the ionic bond. Education in Chemistry, 31, 100-103.
31. (UYSEG) University of York Science Education Group (1989) Salters’ GCSE Chemistry. 16 Unit Guides (York: UYSEG).
32. (UYSEG) University of York Science Education Group (1990-92) Science: The Salters’ Approach. 23 Unit Guides for Key Stage 4. (York/Oxford: UYSEG/Heinemann).
33. Whitelegg, E. and Edwards, C. (1997) The context approach. Electronics Education, Autumn, 29-32.