Lærerstudenters misoppfatninger og læring om kjemiske reaksjoner
Peer reviewed, Journal article
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Original versionHaugan, K. & Holand, A. M. (2021). Lærerstudenters misoppfatninger og læring om kjemiske reaksjoner. Nordic Studies in Science Education, 17(1), 79-96. doi: 10.5617/nordina.8134
This study has addressed misconceptions and the learning process of chemical reactions. 14 student teachers performed a written test consisting of 28 multiple choice questions and after participating in 5 chemistry classes the students were interviewed individually focusing on misconceptions and experienced learning events. Several misconceptions and hindrances for the learning of chemical reactions were identified. Some of these are previously identified, but two were more surprising; Three out of 13 students were confused when switching between the terms chemical “reaction” and chemical “change”, a confusion generated by a chemistry textbook. In addition, one student mixed up the symbolic meaning of the letter “C” in NaCl to C for the element carbon. Another student learned the profound difference between two states of a substance when the symbols (aq) and (l) were used to differ between “dissolved in water” and “liquid”. Finally, the students identified dialogue and laboratory work and as important for their learning of chemical reactions.