Persistent misconceptions affect people’s ability to learn later concepts. This three-part study investigates the persistence of misconceptions specifically related to quantum chemistry and bonding concepts. In part one, the Quantum Chemistry Concept Inventory (QCCI), which tests conceptual knowledge of quantum chemistry concepts, is administered using a pre/post-test design to physical chemistry courses at several institutions. This work replicates the validation study of the QCCI done by Dick-Perez et al. In part two, the Bonding Representation Inventory (BRI) is implemented at various levels of instruction in one institution. This work tests the BRI in new populations. The third part is a cross-sectional snapshot design at one institution which explores misconceptions throughout the chemistry major curriculum at one institution. To do this, the QCCI was paired with the Bonding Representations Inventory (BRI), developed by Luxford and Bretz, which tests misconceptions related to bonding concepts at a General Chemistry level. The BRI was designed to be administered post-instruction and after classroom testing over bonding concepts. The QCCI and BRI were administered only once, post-instruction, in general chemistry, organic chemistry, and inorganic chemistry. Physical and biophysical courses at that institution participated in both parts by taking the QCCI as a pre-test and the QCCI and BRI as a post-test. The results of the QCCI verify the findings of the original study, and the BRI was validated for new populations. Correlations were found between both the one and two-tier BRI questions and the bonding questions from the QCCI for upper-level courses.
|Advisor:||Wiediger, Susan D.|
|Commitee:||O'Brien, Leah, Shabestary, Nahid, Tucker, Kevin|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 58/01M(E), Masters Abstracts International|
|Subjects:||Chemistry, Science education|
|Keywords:||Bonding, Concept inventory, Physical chemistry|
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