dc.contributor.advisor | Read, Dr Colin | |
dc.contributor.author | Bezuidenhout, Heiletha Susanna Johanna | |
dc.date.accessioned | 2017-06-13T06:38:13Z | |
dc.date.available | 2017-06-13T06:38:13Z | |
dc.date.issued | 2017 | |
dc.identifier.uri | http://hdl.handle.net/10394/24975 | |
dc.description | M.Ed., North-West University, Potchefstroom Campus, 2017 | en_US |
dc.description.abstract | Chemical equilibrium is considered to be one of the most difficult topics in chemistry as it is
abstract and dependent on a large amount of pre-knowledge. Various studies have been done
about the misconceptions high school learners, undergraduate students and even chemistry
teachers and lecturers have about the topic. Another problem that has been identified with
chemistry in general and chemical equilibrium in particular is the use of language as everyday
words often have a different meaning when used in a scientific context. The focus of this
dissertation is to investigate the effect of wording of questions on student responses when
solving problems concerning chemical equilibrium.
A two-part questionnaire was designed to test the student responses on questions involving the
application of Le Chatelier’s principle with changes in temperature and pressure for gaseous
systems, and equilibrium constant calculations. In the first part of the questionnaire the heat
involved in the reaction was described using the correct scientific terms, as well as descriptions
with everyday words. The change in pressure was described as either a change in pressure or a
change in volume. In the second part of the questionnaire the format in which the data for
equilibrium constant calculations was given was varied. Interviews were conducted with
selected students to determine the reasons for their answers. The questionnaire was
administered to 201 students in the first year General Chemistry course at the Potchefstroom
Campus of the North-West University.
It was expected that the wording used to describe the equilibrium system or the change would
have an effect on the student responses. The analysis of the results as well as the interviews
confirmed this expectation. The students fared better when the terms exothermic and
endothermic were used, rather than descriptions of heat being released or absorbed. The
students also fared better when changes in pressure were given instead of changes in volume.
In addition it was found that the students relied on rote-learning rather than a thorough
understanding of the concepts involved to solve problems relating to the application of Le
Chatelier’s principle. When calculating the equilibrium constant the students had more difficulty
when the volume needed to calculate the equilibrium concentrations were given in scientific
notation or a different unit. The students also struggled when the amounts of the substances
involved was given in different units and some of the students were not able to correctly identify
whether the given amount of substance was used during the course of the reaction or
remaining when equilibrium was reached. | en_US |
dc.language.iso | en | en_US |
dc.publisher | North-West University (South Africa) , Potchefstroom Campus | en_US |
dc.subject | Effect of wording | en_US |
dc.subject | Chemical equilibrium | en_US |
dc.subject | Le Chatelier’s principle | en_US |
dc.subject | Equilibrium constant calculations | en_US |
dc.subject | Assessment | en_US |
dc.subject | Learning | en_US |
dc.subject | Effek van bewoording | en_US |
dc.subject | Chemiese ewewig | en_US |
dc.subject | Le Chatelier se beginsel | en_US |
dc.subject | Ewewig konstante berekenings | en_US |
dc.subject | Assesering | en_US |
dc.subject | Leer | en_US |
dc.title | The effect of wording of questions on student responses to equilibrium problems in chemistry | en_US |
dc.type | Thesis | en_US |
dc.description.thesistype | Masters | en_US |