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2005-03-25 (Vol 2, No 3)

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The instructional influence of pictorial presentation of matter at the molecular level on students' conceptions and problem solving ability

ABSTRACT

The instructional influence of presenting pictures at the molecular level when introducing chemistry concepts and solving chemistry problems upon students' conceptions and problem solving ability was investigated.
Before instruction, logical reasoning ability was measured by the translated Group Assessment of Logical Thinking (GALT). For the treatment group, thirty-one materials for pictorial presentation were used during the 21 hours of Korean high school chemistry classes. For the control group, traditional instruction was used. Six classroom observations of one hour duration for each group were made by the researcher in order to ensure that the intended treatment was implemented. After instruction, Chemistry Conceptions Test (CCT), consisting of four subtests, and Chemistry Problem Solving Test (CPST), consisting of ten pairs of pictorial and algorithmic problems, were administered.
Students' responses in the CCT were qualitatively analyzed, and descriptively compared to literature. Among the four concepts studied, the dissolution concept seemed to be the most difficult one. Students' performance on the CCT was evaluated after intercoder reliability agreement had been established. In the CPST, mean scores of seven pictorial questions were higher than those of their corresponding traditional questions. McNemar tests indicated that five of them were statistically significant at the 0.05 level. Mean scores of two pictorial questions were significantly lower than those of their corresponding questions. When compared to the results with college students in literature, success on pictorial questions in this study was higher, although they did very poorly on traditional questions. In the upper 27% of the classes, higher success rate on pictorial questions was found.
It was suggested that the instruction with pictorial materials at the molecular level helped students construct more scientifically correct conceptions than the traditional instruction. However, the use of the pictorial materials had no facilitating effect on problem solving ability of pictorial and algorithmic problems in the CPST. Analysis of the results also indicated that logical reasoning ability as measured by the GALT was significantly correlated with students' conceptions, pictorial problem solving ability, algorithmic problem solving ability, and chemistry achievement test score. On the basis of the results, a few recommendations are made.

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Ph. D. Dissertation, Kansas State University, 1995.

³ëÅÂÈñ(Taehee Noh, nohth@snu.ac.kr)
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