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dc.contributor.authorTan, Kim Chwee Daniel
dc.contributor.authorTaber, Jeith S.
dc.contributor.authorLiu, Xuefeng
dc.contributor.authorColl, Richard K.
dc.contributor.authorLorenzo, Mercedes
dc.contributor.authorLi, Jia
dc.contributor.authorGoh, Ngoh Khang
dc.contributor.authorChia, Lian Sai
dc.date.accessioned2009-08-13T01:06:11Z
dc.date.available2009-08-13T01:06:11Z
dc.date.issued2008
dc.identifier.citationTan, 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.en
dc.identifier.urihttps://hdl.handle.net/10289/2823
dc.description.abstractPrevious 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.en
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.urihttp://www.informaworld.com/smpp/content~db=all~content=a781800961en
dc.subjecteducationen
dc.subjectSingaporeen
dc.titleStudents' Conceptions of Ionisation Energy: A Cross-cultural Studyen
dc.typeJournal Articleen
dc.identifier.doi10.1080/09500690701385258en
dc.relation.isPartOfInternational Journal of Science Educationen_NZ
pubs.begin-page263en_NZ
pubs.elements-id34208
pubs.end-page283en_NZ
pubs.issue2en_NZ
pubs.volume30en_NZ


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