Publication Info
| Type | Inproceedings |
| Year | 2013 |
| Venue | Paper presented at the National Chemistry Education Conference (UKEK). Karadeniz Technical University, Trabzon, Turkey. September 5 - 7, 2013. |
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Phase diagrams and conceptual learning
2013 — Paper presented at the National Chemistry Education Conference (UKEK). Karadeniz Technical University, Trabzon, Turkey. September 5 - 7, 2013.
Citation (APA)
Abstract
This study reports on the development, reliability, and validity of a newly designed two-tier instrument to measure chemistry students' conceptual understanding of phase diagrams, a topic taught in Physical Chemistry II for chemistry majors.
The instrument was developed based on the Turkish translation of Atkins' Physical Chemistry textbook, following the two-tier development procedure (Treagust, 1988). It consists of 13 multiple-choice questions and 13 corresponding reason questions, resulting in 26 question-reason sets.
A pilot study with 51 third-year chemistry students revealed a low number of correct answers based on conceptual knowledge (only counting correct answer + correct reason). The percentage of correct responses ranged from 8% to 54%, with an average score of 32% and a median of 31%. This study contributes a validated instrument for assessing advanced physical chemistry concepts, which are currently limited in the literature.
BibTeX
@inproceedings{ae,
title = {Phase diagrams and conceptual learning},
author = {Kahveci M},
year = {2013},
booktitle = {Paper presented at the National Chemistry Education Conference (UKEK). Karadeniz Technical University, Trabzon, Turkey. September 5 - 7, 2013.},
abstract = {This study reports on the development, reliability, and validity of a newly designed **two-tier instrument** to measure chemistry students' conceptual understanding of **phase diagrams**, a topic taught in Physical Chemistry II for chemistry majors.
The instrument was developed based on the Turkish translation of Atkins' Physical Chemistry textbook, following the two-tier development procedure (Treagust, 1988). It consists of **13 multiple-choice questions** and 13 corresponding reason questions, resulting in 26 question-reason sets.
A pilot study with 51 third-year chemistry students revealed a **low number of correct answers** based on conceptual knowledge (only counting correct answer + correct reason). The percentage of correct responses ranged from 8% to 54%, with an average score of **32%** and a median of 31%. This study contributes a validated instrument for assessing advanced physical chemistry concepts, which are currently limited in the literature.}
}