NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1096243
Record Type: Journal
Publication Date: 2016-Apr
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1756-1108
EISSN: N/A
Mapping Students' Modes of Reasoning When Thinking about Chemical Reactions Used to Make a Desired Product
Weinrich, M. L.; Talanquer, V.
Chemistry Education Research and Practice, v17 n2 p394-406 Apr 2016
The central goal of this study was to analyze the complexity of students' explanations about how and why chemical reactions happen in terms of the types of causal connections students built between expressed concepts and ideas. We were particularly interested in characterizing differences in the types of reasoning applied by students with different levels of training in the chemistry, from college to graduate school. Using a qualitative research approach, we identified diverse modes of reasoning expressed by students when engaged in the analysis of different sets of chemical reactions selected to produce a targeted compound. Main findings indicate that dominant modes of reasoning varied with educational level and the nature of the task. Although participants applied diverse modes of reasoning, linear causal reasoning was prevalent across educational levels and types of tasks. Many students tended to generate explanations based on the identification of a single agent that caused a sequential chain of events. Advanced undergraduate students in our sample generated the most complex explanations. The results of our study have important implications for the development of causal mechanistic reasoning in chemistry.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1221494