Identifying Misconceptions in the Chemistry Class

Abstract

According to the constructivist learning theory knowledge is constructed upon experience. The information from our surroundings is interpreted, and based upon experience, a unique scientific worldview emerges. This unique perspective helps us explain everyday scientific phenomena. This explanation is certainly in accordance with our own framework but might not accord with the established scientific interpretation of the given event. If the independently developed explanation diverges from the scientific view, than it is called a misconception, which can significantly obstruct studying science.  I have been conducting research for years to identify misconceptions related to chemistry and find a way to correct them. I constructed a survey with ten questions about concepts related to everyday chemical phenomena such as dissolution, evaporation, density, viscosity, etc. There were a close and an open-ended question for each of the concepts. In the open-ended questions students were asked to explain a phenomenon, such as what happens to the particles when sugar is put into water or whether sugar or petrol has stronger smell. The answers to these questions gave insights into students’ of thinking, while the usage of a typical word could reveal the presence of misconceptions and their potential origin. I was seeking connection between misconceptions and certain background variables.