ADDRESSING STUDENT ALTERNATE CONCEPTIONS IN CHEMICAL EQUILIBRIUM
An Analysis of Strategies Used by Chemistry Instructors
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This study explored general-chemistry instructors awareness of and ability to identify common studentalternate conceptions in chemical equilibrium.Instructor strategies directed at remediation ofstudent alternate conceptions were also investigatedand compared to successful, literature-basedconceptual change methods. Fifty-two generalchemistry instructor volunteers from 50 U.S. collegesand universities completed an interactive web-basedsurvey that gathered their responses to hypothetical classroom scenarios. The three scenarios askedrespondents to evaluate student exam answers, justify their ev...
This study explored general-chemistry instructors
awareness of and ability to identify common student
alternate conceptions in chemical equilibrium.
Instructor strategies directed at remediation of
student alternate conceptions were also investigated
and compared to successful, literature-based
conceptual change methods. Fifty-two general
chemistry instructor volunteers from 50 U.S. colleges
and universities completed an interactive web-based
survey that gathered their responses to hypothetical
classroom scenarios. The three scenarios asked
respondents to evaluate student exam answers,
justify their evaluations, and report how they would
assist students to better understand ideas about
which they held alternate conceptions. This study
revealed that chemistry instructors employ a variety
of strategies in efforts to address and remediate
alternate conceptions. However, those strategies
rarely include the conditions needed to stimulate
conceptual change in students. Instructors are thus
encouraged to become familiar with successful
conceptual change strategies, using such methods as
appropriate in their classrooms.
awareness of and ability to identify common student
alternate conceptions in chemical equilibrium.
Instructor strategies directed at remediation of
student alternate conceptions were also investigated
and compared to successful, literature-based
conceptual change methods. Fifty-two general
chemistry instructor volunteers from 50 U.S. colleges
and universities completed an interactive web-based
survey that gathered their responses to hypothetical
classroom scenarios. The three scenarios asked
respondents to evaluate student exam answers,
justify their evaluations, and report how they would
assist students to better understand ideas about
which they held alternate conceptions. This study
revealed that chemistry instructors employ a variety
of strategies in efforts to address and remediate
alternate conceptions. However, those strategies
rarely include the conditions needed to stimulate
conceptual change in students. Instructors are thus
encouraged to become familiar with successful
conceptual change strategies, using such methods as
appropriate in their classrooms.
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