Two kinds of conceptual problems in Chemistry teaching. 6
By: Halakova, Zuzana. 4 0 16 [, ] | [, ] |
Contributor(s): 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Comprehension.;Concept learning.;Chemistry - Study and teaching.;Students.;Cognition.;Verbal ability.;Verbal learning.;Learning, Psychology of. -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | QD1 .J826ce | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | QD1 (Browse shelf) | Available | PER 1320T |
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ABSTRACT : The use of conceptual questions is one tool that can assist students in obtaining a deeper learning experience, improve their understanding and ability to apply learning to new situations, enhance their critical thinking, and increase their enthusiasm for science and learning. The performance of first-year science students with two forms of conceptual questions was investigated. The results indicate that students might have problems solving conceptual questions without reference to the question form (verbal or pictorial). The depth of students' understanding of chemical concepts seems to play an important role. 56
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