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      Students' Conceptions of Ionisation Energy: A Cross-cultural Study

      Tan, Kim Chwee Daniel; Taber, Jeith S.; Liu, Xuefeng; Coll, Richard K.; Lorenzo, Mercedes; Li, Jia; Goh, Ngoh Khang; Chia, Lian Sai
      DOI
       10.1080/09500690701385258
      Link
       www.informaworld.com
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      Citation
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      Tan, K. C. D., Taber, K. S., Liu, X., Coll, R. K., Lorenzo, M., Li, J., Goh, N. K.& Chia, L. S. (2008). Students' conceptions of Ionisation Energy: A cross-cultural study . International Journal of Science Education, 30(2), 263-283.
      Permanent Research Commons link: https://hdl.handle.net/10289/2823
      Abstract
      Previous studies have indicated that A-level students in the UK and Singapore have difficulty learning the topic of ionisation energy. A two-tier multiple-choice instrument developed in Singapore in an earlier study, the Ionisation Energy Diagnostic Instrument, was administered to A-level students in the UK, advanced placement high school students in the USA, and first-year university students in China, New Zealand, and Spain to determine whether the students from different countries and educational systems had similar conceptions and difficulties as the students in Singapore with the concepts assessed in the instrument. The results showed that, in general, the students in all six samples had similar alternative conceptions, which were grouped under the categories of octet rule framework, stable fully-filled and half-filled subshell conceptions, and conservation of force thinking. The students also resorted to relation-based thinking when answering items involving the trend of ionisation energies across Period 3. Implications for teaching and further research are discussed.
      Date
      2008
      Type
      Journal Article
      Publisher
      Routledge
      Collections
      • Science and Engineering Papers [3124]
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