Students’ alternative conceptions in chemistry: A review of research and implications for teaching and learning

Studies in Science Education

Volumn 25, Issue 1, 1995, Pages 69-96

  Garnett, Pamela J ^a   Garnett, Patrick J ^b   Hackling, Mark W ^b  

^a St Hilda's Anglican School for Girls   (Australia)

^b EDITH COWAN UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84950456656     PISSN: 03057267     EISSN: 19408412     Source Type: Journal    
DOI: 10.1080/03057269508560050     Document Type: Article

References (77)

1. ANDERSSON, B. (1990). Pupils’ conceptions of matter and its transformations (age 12–16). Studies in Science Education, 18, 53–85.
2. ANDERSSON, B. (1990). Pupils’ explanations of some aspects of chemical reactions. Science Education, 70, 549–563.
3. AUSUBEL, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
4. BAIRD, J. (1986) Learning and teaching: The need for change. In J. R. Baird & I. J. Mitchell (eds). Improving the quality of teaching and learning: An Australian case study — The Peel project. Melbourne: Monash University Printery.
5. BANERJEE, A. C. (1991). Misconceptions of students and teachers in chemical equilibrium. International Journal of Science Education, 13, 487–494.
6. BANERJEE, A. C. & POWER, C. N. (1991). The development of modules for the teaching of chemical equilibrium. International Journal of Science Education, 13, 355–362.
7. BEN-ZVI, R., EYLON, B. & SILBERSTEIN, J. (1987). Students’ visualisation of a chemical reaction. Education in Chemistry, 24, 117–120.
8. BERGQUIST, W. & HEIKKINEN, H., (1990). Student ideas regarding chemical equilibrium. Journal of Chemical Education, 67, 1000–1003.
9. BODNER, GM. (1991). I have found you an argument: The conceptual knowledge of beginning chemistry graduate students. Journal of Chemical Education, 68, 385–388.
10. CAREY, S. (1985). Conceptual change in childhood. Cambridge, MA:MIT press.
11. CARR, M. (1984). Model confusion in chemistry. Research in Science Education, 14, 97–103.
12. CROS, D., CHASTRETTE, M. & FAYOL, M. (1988). Conceptions of second year university students of some fundamental notions in chemistry. International Journal of Science Education, 10, 331–336.
13. CROS,D., MAURIN, M., AMOUROUX, R., CHASTRETTE, M., LEBER, J. & FAYOL, M. (1986). Conceptions of first-year university students of the constituents of matter and the notions of acids and bases. European Journal of Science Education, 8, 305–313.
14. DAVIES, A. J. (1991). A model approach to teaching redox. Education in Chemistry, 28, 135–137.
15. DRIVER, R. (1989). Students’ conceptions and the learning of science. International Journal of Science Education, 11, 481–490.
16. DRIVER, R., ASOKO, H., LEACH, L., MORTIMER, E. & SCOTT, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5–12.
17. DRIVER, R. & EASLEY, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61–84.
18. DRIVER, R. & OLDHAM, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105–122.
19. EDWARDS, D. & MERCER, N., (1987). Common knowledge. London: Methuen.
20. GABEL, D. L., SAMUEL, K. V. & HUNN, D. (1987). Understanding the particulate nature of matter. Journal of Chemical Education, 64(8), 695–697.
21. GABEL., D. & SHERWOOD, R. (1980). The effect of student manipulation of molecular models on chemistry achievement according to Piagetian level. Journal of Research in Science Teaching, 17, 75–81.
22. GARFORTH, F. M., JOHNSTONE, A. H. & LAZONBY, J. N. (1976). Ionic equations at 16+. Education in Chemistry, 13, 41–43.
23. GARNETT, PAMELA J., GARNETT, PATRICK J. & TREAGUST, D. F. (1990a). Common misconceptions in electrochemistry: Can we improve students’ understanding of this topic? Chemeda: Australian Journal of Chemical Education, 27, 3–11.
24. GARNETT, PAMELA J., GARNETT, PATRICK J. & TREAGUST, D. F.(1990b). Implications of research on students’ understanding of electrochemistry for improving science curricula and classroom practice. International Journal of Science Education, 12, 147–156.
25. GARNETT, PAMELA J. & TREAGUST, D. F. (1992a). Conceptual difficulties experienced by senior high school students of electrochemistry: Electric circuits and oxidation- reduction equations. Journal of Research in Science Teaching, 29, 121–142.
26. GARNETT, PAMELA J. & TREAGUST, D. F. (1992b). Conceptual difficulties experienced by senior high school students of electrochemistry: Electrochemical (galvanic) and electrolytic cells. Journal of Research in Science Teaching, 29, 1079–1099.
27. GARNETT, PATRICK J. & HACKLING, M. W. (1993). Chemistry misconceptions at the secondary-tertiary interface. Chemistry in Australia, 60, 117–119.
28. GARNETT, PATRICK J. & HACKLING, M. W. (1984). Students’ understanding and misconceptions concerning chemical equilibrium. Paper presented at the annual conference of the Australian Association for Research in Education, Perth.
29. GARNETT, PATRICK J., HACKLING, M. W. & OLIVER, R. (1994). Visualisation of chemical reactions using a multimedia instructional approach. Paper presented at the Western Australian Science Education Association, Perth.
30. GARNETT, PATRICK J., HACKLING, M. W., VOGIATZAKIS, L. & WALLACE, T. (1992). Year 10 Students ’ understandings of chemical equations. Paper presented at the 9th National Convention, Royal Australian Chemical Institute, Melbourne.
31. GARNETT, PATRICK J, TOBIN, K. & SWINGLER, D. G. (1985). Reasoning abilities of Western Australian secondary school students. European Journal of Science Education, 7, 387–397.
32. GILBERT, J. K. (1983). Alternative conceptions: Which way now? Paper presented at the AAPT winter meeting, New York.
33. GILBERT. J. K., OSBORNE, R. J. & FENSHAM, P. J. (1982). Children’s science and its consequences for teaching. Science Education, 66, 623–633.
34. GILBERT, J. K. & SWIFT, D. J. (1985). Towards a Lakatosian analysis of the Piagetian and alternative conceptions research programs. Science Education, 69, 681–696.
35. GORODETSKY, M. & GUSSARSKY, E. (1986). Misconceptualisation of the chemical equilibrium concept as revealed by different evaluation methods. European Journal of Science Education, 8, 427–441.
36. GRIFFITHS, A. K. & PRESTON, K. R. (1992). Grade 12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29, 611–628.
37. GUNSTONE, R. F. (1994). The importance of specific science content in the enhancement of metacognition. In P. J. Fensham, R. Gunstone & R. White (Eds). The Content of Science. London: Falmer Press.
38. GUSSARSKY, E. & GORODETSKY, M. (1990). On the concept “chemical equilibrium”: The associative framework. Journal of Research in Science Teaching, 27, 197–204.
39. HACKLING, M. W. & GARNETT, PATRICK J. (1985). Misconceptions of chemical equilibrium. European Journal of Science Education, 7, 205–214.
40. HACKLING, M. W. & GARNETT, PATRICK J. (1986). Chemical equilibrium: Learning difficulties and teaching strategies. Australian Science Teachers Journal, 31, 8–13.
41. HAMEED, H., HACKLING, M. W. & GARNETT, PATRICK J. (1993). Facilitating conceptual change in chemical equilibrium using a CAI approach. International Journal of Science Education, 15, 221–230.
42. HAND, B. M. & TREAGUST, D. F. (1988). Application of a conceptual conflict teaching strategy to enhancing student learning of acids and bases. Research in Science Education, 18, 53–63.
43. HERRON, J. D. (1978). Piaget in the classroom. Journal of Chemical Education, 55, 165–170.
44. HEWSON, P. W. & HEWSON, M. G. (1988). An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72, 597–614.
45. HEWSON, P. W. & HEWSON, M. G. (1984). The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1–13.
46. Hill, D. (1988). Misleading illustrations. Research in Science Education, 18, 290–297.
47. JOHNSTONE, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7, 75–83.
48. JOHNSTONE, A. H., MacDONALD, J. J. & WEBB, G. (1977). Chemical equilibrium and its conceptual difficulties. Education in Chemistry, 14, 169–171.
49. LAVERTY, D. T. & McGARVEY, J. E. B.(1991). A ‘constructivist’ approach to learning. Education in Chemistry, 28, 99–102.
50. MATTHEWS, M. R. (1994). Science Teaching: The Role of History and Philosophy of Science, Chapter 7, Constructivism and science education. NY: Routledge.
51. MILLAR, R. (1989). Constructive criticisms. International Journal of Science Education, 11, 587–596.
52. NAKHLEH, M. B. (1992). Why some students don’t learn chemistry. Journal of Chemical Education, 69, 191–196.
53. NAKHLEH, M. B. & KRAJCIK, J. S. (1993). A protocol analysis of the influence of technology on students’ actions, verbal commentary, and thought processes during the performance of acid-base titrations. Journal of Research in Science Teaching, 30, 1149–1168.
54. NIAZ, M. & LAWSON, A. A. (1985). Balancing chemical equations: The role of developmental level and mental capacity. Journal of Research in Science Teaching, 22, 41–51.
55. NOVAK, J. (1988). Learning science and the science of learning. Studies in Science Education, 15, 77–101.
56. NOVICK, S. & NUSSBAUM, J. (1978). Pupils’ understanding of the particulate nature of matter. A cross-age study. Science Education, 65, 187–196.
57. NOVICK, S. & NUSSBAUM, J. (1981). Junior high school pupils’ understanding of the particulate nature of matter: An interview study. Science Education, 62, 273–281.
58. NURRENBERG, S. C. & PICKERING, M. (1987). Concept learning versus problem solving: Is there a difference? Journal of Chemical Education, 64, 508–510.
59. NUSSBAUM, J. & NOVICK, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Towards a principled teaching strategy. Instructional Science, 11, 183–200.
60. OGUDE, A. N. & BRADLEY, J. D. (1994). Ionic conduction and electrical neutrality in operating electrochemical cells. Journal of Chemical Education, 71, 29–34.
61. OSBORNE, R. J. & FREYBERG, P. (1985). Learning in Science: The Implications of Children’s Science. Auckland: Heinemann.
62. PETERSON, R. F. & TREAGUST, D. F. (1989). Grade 12 students’ misconceptions of covalent bonding and structure. Journal of Chemical Education, 66, 459–460.
63. PETERSON, R. R., TREAGUST, D. F. & GARNETT, PATRICK J. (1989). Development and application of a diagnostic instrument to evaluate grade II and 12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26, 301–314.
64. POSNER, G., STRIKE, K., HEWSON, P. & GERTZOG, W. (1982). Accommodation of a science conception: Towards a theory of conceptual change. Science Education, 66, 211–227.
65. RENSTROM, L., ANDERSSON, B. and MARTON, F. (1990). Students’ conceptions of matter. Journal of Educational Psychology, 82, 555–569.
66. ROLLNICK, M. & RUTHERFORD, M. (1993). The use of a conceptual change model and mixed language strategy for remediating misconceptions on air pressure. International Journal of Science Education, 15, 363–381.
67. ROSS, B. & MUNBY, H. (1991). Concept mapping and misconceptions: A study of high school students’ understandings of acids and bases. International Journal of Science Education, 13, 11–23.
68. SAVOY, L. G. (1988). Balancing chemical equations. School Science Review, 69, 713–720.
69. SOLOMON, J. (1983). Learning about energy: How people think in two domains. European Journal of Science Education, 5, 49–59.
70. STAVER, J. R. & JACKS, T. (1988). The influence of cognitive reasoning level, disembedding ability, working memory capacity and prior knowledge on students’ performance on balancing equations by inspection. Journal of Research in Science Teaching, 25, 763–775.
71. THIELE, R. & TREAGUST, D. (1992). Using analogies in secondary chemistry teaching. Australian Science Teachers Journal, 37, 4–14.
72. TVEITA, J, (1993). Helping middle school students to learn the kinetic particle model. Paper presented at the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Cornell.
73. VON GLASERSFELD, E. (1989). Cognition, construction of knowledge and teaching. Synthese, 80, 121–140.
74. VOSNIADOU, S. & BREWER, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535–585.
75. WHEELER,. A. E. & KASS, H. (1978). Student misconceptions in chemical equilibrium. Science Education, 62, 223–232.
76. WHITE, R. & GUNSTONE, R. (1989). Metalearning and conceptual change. International Journal of Science Education, 11, 577–586.
77. YARROCH, W. L. (1985). Student understanding of chemical equation balancing. Journal of Research in Science Teaching, 22. 449–459.