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Description
This research investigates misconceptions in the teaching of chemistry to eighth-grade students by analyzing results from a municipal chemistry competition. The competition was designed to promote critical thinking and focused on core chemistry topics, including states of matter, metals and nonmetals, simple substances, compounds, and mixtures. The research sample included 506 eighth-grade students. Data within this research were obtained through the analysis of tests implemented during the competition and the corresponding Excel tables with student results. The analysis was conducted using Gilbert’s criterion,1 which categorizes students’ conceptual understanding into four levels: good, satisfactory, insufficient, and completely unacceptable. Particular attention was given to incorrect answers (distractors) chosen by more than 20 % of students, as these are indicative of the presence of misconceptions.2 Misconceptions in chemistry can significantly hinder students’ comprehension of fundamental concepts. Based on the students’ responses, a total of 13 misconceptions were identified. These findings underscore the importance of continuous, targeted instruction to effectively address and correct misunderstandings in chemistry.3
Keywords: chemistry competition; curriculum; conceptual understanding; misconceptions.
References
1. Gilbert, J. K. The Study of Student Misunderstandings in the Physical Sciences, Res. Sci. Educ. 1977, 7, 165–171.
2. Horton, C. Student Alternative Conceptions in Chemistry, Calif. J. Sci. Educ. 2007, 7, 1–78.
3. Garnett, P. J., Hackling, M. W. Students’ Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning, Stud. Sci. Educ. 1995, 25(1), 69–96. DOI: 10.1080/03057269508560050
