Eliciting Students' Understandings of Chemical Reactions Using Two Forms of Essay Questions during a Learning Cycle

Examines 9th grade students' explanations of chemical reactions using two forms of open-ended essay questions, those providing students with key terms to be used as "anchors" on which to base their essay, and those that do not provide terms. Results indicate that more misunderstanding...

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Bibliographic Details
Published in:International journal of science education 2003-05, Vol.25 (5), p.583-603
Main Authors: Cavallo, Ann M. L, McNeely, Jack C, Marek, Edmund A
Format: Article
Language:English
Subjects:
Chemical Reactions
Chemistry
Curriculum subjects: programmes and methods
Educational sciences
Essay Tests
Exact and natural sciences
Learning Cycle Teaching Method
Learning Processes
Misconceptions
Science Instruction
Scientific Concepts
Scientific Literacy
Secondary Education
Teaching methods
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Description
Summary:Examines 9th grade students' explanations of chemical reactions using two forms of open-ended essay questions, those providing students with key terms to be used as "anchors" on which to base their essay, and those that do not provide terms. Results indicate that more misunderstandings were elicited by the use of key terms as compared to the non-use of key terms. (Author/SOE)
ISSN:0950-0693
1464-5289
DOI:10.1080/09500690210145774