Lærerstudenters misoppfatninger og læring om kjemiske reaksjoner

Student teachers’ misconceptions and learning of chemical reactions

Abstract

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 five
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 as important for their learning
of chemical reactions.