Omani Twelfth Grade Students' Most Common Misconceptions in Chemistry

Autor/inn/en	Al-Balushi, Sulaiman M.; Ambusaidi, Abdullah K.; Al-Shuaili, Ali H.; Taylor, Neil
Titel	Omani Twelfth Grade Students' Most Common Misconceptions in Chemistry
Quelle	In: Science Education International, 23 (2012) 3, S.221-240 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Chemistry; Foreign Countries; Misconceptions; Grade 12; Science Instruction; Scientific Concepts; Secondary School Science; Concept Formation; Oman + Suchen Sie Ihr Suchwort? Chemie; Ausland; Missverständnis; School year 12; 12. Schuljahr; Schuljahr 12; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung
Abstract	The current study, undertaken in the Sultanate of Oman, explored twelfth grade students' common misconceptions in seven chemistry conceptual areas. The sample included 786 twelfth grade students in Oman while the instrument was a two-tier test called Chemistry Misconceptions Diagnostic Test (CMDT), consisting of 25 items with 12 items incorporating visual representations and eight items used sub-microscopic representations. In addition, nine items required participants to study the visual diagram(s) in order to answer the questions. The results confirmed several misconceptions that had been identified in previous studies, as higher percentages of the misconceptions were recorded compared to the findings of previous studies. Misconceptions receiving the highest percentages were associated with combustion, chemical equilibrium, and electrochemistry. The results also indicated that twelfth graders had a difficulty dealing with visual test items. These findings are serious alerts to the practice of chemistry education at the secondary level in Oman. Recommendations are given to improve the teaching of chemistry by taking research-diagnosed misconceptions into account when designing instructional materials and classroom activities. (Contains 8 tables and 4 figures.) (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10