| Popis: |
The difficulty students experience in understanding physical science is not apparent through current assessment, which focuses on recall rather than understanding. In this study, a measure for understanding in chemistry was developed which assessed the degree to which student explanation of chemical phenomena, in individual interviews, matched the scientific explanations expected through the relevant curriculum. Understanding of the structure of matter achieved by 39 form 6 (year 12) students was assessed as trivial, isolated, linked or integrated. Overall levels of student scientific understanding achieved were low and were shown to be related to their prior school achievement and their conception of understanding. |
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