Strategy for Identifying Conceptual Errors in Chemistry: Misunderstandings Around the Molecular Geometry Learning
DOI:
https://doi.org/10.28976/1984-2686rbpec2023u579599Keywords:
3D molecules, multiple representations, spatial perception, visualizationAbstract
Studies on conceptual errors in molecular geometry have mainly been conducted internationally and have revealed important misconceptions that affect learning difficulties. However, there is a lack of research exploring conceptual errors associated with spatial perception of molecules in the study of molecular geometry. The aim of this research was to identify and evaluate conceptual errors associated with the learning of molecular geometry through the development and application of a two-level diagnostic test. A mixed methodology was used to categorize and analyze the data collected from 55 biotechnology undergraduate students at a public university. The study revealed significant errors concerning the concepts of molecular geometry and invites us to reflect on teaching strategies for different levels of education (high school and higher education). It was found that students have difficulties in understanding different aspects of multiple representations, negatively impacting their understanding of the transition between a two-dimensional and three-dimensional representation. The first two questions of the two-level diagnostic test allowed the identification of five conceptual errors associated with the three-dimensional perception of molecules, demonstrating that students hold misconceptions regarding the relationship between spatial arrangement and its underlying principles.
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