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RESEARCH PAPER
Exploring Cluster Changes in Students’ Knowledge Structures Throughout General Chemistry
1
University of California, Davis, USA
2
University of Bremen, GERMANY
Publication date: 2020-03-28
EURASIA J. Math., Sci Tech. Ed 2020;16(6):em1850
KEYWORDS
chemistry education researchlearning theoriesconstructivist theoryfirst yearundergraduate chemistryknowledge structures
ABSTRACT
Chemistry is traditionally perceived as difficult to comprehend. Its mastery requires that a variety
of concepts be linked to form an organized knowledge system. The connections need to be made
not only between the concepts associated with the macroscopic level of the chemistry triplet but
also between the submicroscopic and symbolic levels. Many factors influence a learner’s success
in bridging concepts between these levels. In this study, the aim was to identify and examine the
changes in general chemistry students’ knowledge structures by utilizing Word Association Tests.
Although many studies have examined knowledge structures and aspects of the chemistry triplet,
almost none has considered both at the same time. This study highlights the interconnectedness
between the chemistry triplet and changing knowledge structures in overall student populations
and in high- and low-achieving students. It provides insights on why students fail to understand
chemistry and suggests ideas for future research as limiting factors were noted.
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