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ERIC Number: EJ1003183
Record Type: Journal
Publication Date: 2012-Dec
Pages: 8
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0021-9584
Periodic Properties and Inquiry: Student Mental Models Observed during a Periodic Table Puzzle Activity
Larson, Kathleen G.; Long, George R.; Briggs, Michael W.
Journal of Chemical Education, v89 n12 p1491-1498 Dec 2012
The mental models of both novice and advanced chemistry students were observed while the students performed a periodic table activity. The mental model framework seems to be an effective way of analyzing student behavior during learning activities. The analysis suggests that students do not recognize periodic trends through the examination of elemental data. Even simple relationships (e.g., the sequence of atomic mass values) proved important to novice understanding of the trends in the periodic table. The use of common heuristics for decision making, and well-known common errors associated with those heuristics independent of the students' chemistry background, were also observed. (Contains 3 tables and 3 figures.)
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A