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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Adaptation of learning objects to inquiry-based chemical education: Phase diagrams
2013 — Paper presented at the National Chemistry Education Conference (UKEK). Karadeniz Technical University, Trabzon, Turkey. September 5 - 7, 2013.
Citation (APA)
Abstract
This study investigates the conceptual understanding of phase diagrams among third-year university chemistry students. The primary objectives were to determine comprehension levels, identify common misconceptions, and examine the influence of gender on understanding. A new two-stage concept test, referencing the Atkins Physical Chemistry textbook, was developed and administered to 51 students.
Results indicate that a high number of students possess significant misconceptions, particularly concerning the graphical interpretation of liquid-vapor equilibrium and the distinction between ideal and real gases. Confusion also existed regarding the relationship between external pressure and boiling point, and chemical potential and volume.
The findings suggest that traditional teaching methods are inadequate for these advanced concepts. The research concludes by advocating for the integration of active learning opportunities and educational technologies, such as learning objects, to facilitate a deeper and more accurate understanding of complex concepts like phase diagrams.
BibTeX
@inproceedings{d,
title = {Adaptation of learning objects to inquiry-based chemical education: Phase diagrams},
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 investigates the conceptual understanding of **phase diagrams** among third-year university chemistry students. The primary objectives were to determine comprehension levels, identify common **misconceptions**, and examine the influence of gender on understanding. A new two-stage concept test, referencing the Atkins Physical Chemistry textbook, was developed and administered to 51 students.
Results indicate that a high number of students possess significant misconceptions, particularly concerning the graphical interpretation of **liquid-vapor equilibrium** and the distinction between **ideal and real gases**. Confusion also existed regarding the relationship between external pressure and boiling point, and chemical potential and volume.
The findings suggest that traditional teaching methods are inadequate for these advanced concepts. The research concludes by advocating for the integration of **active learning** opportunities and educational technologies, such as **learning objects**, to facilitate a deeper and more accurate understanding of complex concepts like phase diagrams.}
}