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État de publication: Publiée (2013 )
Type de présentation: Conférence
Nom de la rencontre: NARST 2013 - Annual International Conference
Lieu: San Juan, Puerto Rico
URL: https://narst.org/conferences/2013-annual-conference
Résumé: Alternative conceptions are a challenge for science education because they can cause barriers to learning by constituting a framework that is not in line with accepted scientific definitions (Driver & Easley, 1978). Alternative conceptions are recognized as difficult to detect and resistant to change under normal class conditions (Osborne & Cosgrove, 1983). Their identification therefore requires the researcher to deploy specific methods for diagnosis. One of these methods, the two-tier diagnostic instrument (Treagust, 1988), was applied to develop a diagnostic tool in chemistry. The topics covered in this study were molecular geometry and compound polarity, and the relationship between these theories and the observable phenomena they can explain. Results obtained for 277 students at the college level are presented and the most common alternative conceptions are discussed. The reasoning errors leading to the diagnosis of these alternative conceptions are also identified and classified in a new typology, of which four types of reasoning errors (overgeneralisation, fallacy of affirming the consequent, misconnection and one-reason decisionmaking) are presented here.
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