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    A multidimensional framework of conceptual change for developing chemical equilibrium learning

    Access Status
    Fulltext not available
    Authors
    Chanyoo, W.
    Suwannoi, P.
    Treagust, David
    Date
    2018
    Type
    Conference Paper
    
    Metadata
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    Citation
    Chanyoo, W. and Suwannoi, P. and Treagust, D. 2018. A multidimensional framework of conceptual change for developing chemical equilibrium learning.
    Source Title
    AIP Conference Proceedings
    DOI
    10.1063/1.5019502
    ISBN
    9780735416154
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/65674
    Collection
    • Curtin Research Publications
    Abstract

    © 2018 Author(s). The purposes of this research is to investigate the existing chemical equilibrium lessons in Thailand based on the multidimensional framework of conceptual change, to determine how the existing lessons could enhance students' conceptual change. This research was conducted based on qualitative perspective. Document, observations and interviews were used to collect data. To comprehend all students conceptions, diagnostic tests were applied comprised of The Chemical Equilibrium Diagnostic Test (the CEDT) and The Chemical Equilibrium Test for Reveal Conceptual Change (the CETforRCC). In addition, to study students' motivations, the Motivated Strategies for Learning Questionnaire (the MSLQ) and students' task engagement were applied. Following each perspective of conceptual change - ontological, epistemological, and social/affective - the result showed that the existing chemical equilibrium unit did not enhance students' conceptual change, and some issues were found. The problems obstructed students conceptual change should be remedy under the multidimensional framework of conceptual change. Finally, some suggestions were provided to enhance students' conceptual change in chemical equilibrium effectively.

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