Difficulties of novice students in solving the final concentration value of a mixture of solutions

IF 2.2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Chemistry Teacher International : best practices in chemistry education Pub Date : 2022-08-04 DOI:10.1515/cti-2021-0026
E. Vaccaro, C. Stella, M. Alonso
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Abstract

Abstract In this paper, we investigated and classified the answers of college freshmen when asked about “the final concentration value of a mixture of solutions ”. Prior to the explanation of the topic in class, a diagnostic questionnaire on “solutions” was presented to 532 first year students in the chemistry course at the University of Buenos Aires. The questionnaire consisted of three questions assessing the same concept: the calculation of the final concentration of a solution obtained mixing a concentrated and a dilute solution of the same solute. The format of the three questions was multiple choice answer with justification, but they differed in their chemical language style: chemical formulas, verbal-procedural, and visual languages were used. It was noted a trend to apply mathematical calculations, when chemical problems are addressed, even when such calculations are not necessary. Thus, obtaining a numerical result would be considered appropriate by the students, with no analysis of the significance of the value obtained. Nevertheless, question which uses visual language was answered correctly by a greater number of students. This would allow inferring that the use of this language brings students closer to a better understanding of the situation.
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新手学生求解混合溶液最终浓度值的困难
摘要在本文中,我们对大学新生在被问及“混合溶液的最终浓度值”时的回答进行了调查和分类。在课堂上解释这个话题之前,向布宜诺斯艾利斯大学化学课程的532名一年级学生提交了一份关于“解决方案”的诊断问卷。问卷由三个问题组成,评估相同的概念:计算将同一溶质的浓溶液和稀溶液混合得到的溶液的最终浓度。这三个问题的形式是有正当理由的多选答案,但它们的化学语言风格不同:使用了化学公式、口头程序和视觉语言。有人指出,在处理化学问题时,即使不需要进行数学计算,也有应用数学计算的趋势。因此,学生们认为获得数值结果是合适的,而不分析所获得值的重要性。然而,使用视觉语言的问题得到了更多学生的正确回答。这样就可以推断出使用这种语言会让学生更接近于更好地了解情况。
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