Constructivist model to encounter language misconseptions, prior knowledge overgeneralizations and visualization errors in electrochemistry

The problem of misconceptions has become more critical when students have to acquire science concepts in a second language. Moreover, students? misconceptions might vary by region, culture, gender or age and to students with the misconceptions, it is essential to identify the reasons behind it. The...

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Main Author:	Akram, Muzammila
Format:	Thesis
Language:	English
Published:	2016
Subjects:	LB Theory and practice of education
Online Access:	http://eprints.utm.my/id/eprint/78809/1/MuzammilaAkramPFP2016.pdf
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spelling	my-utm-ep.788092018-09-17T04:13:05Z Constructivist model to encounter language misconseptions, prior knowledge overgeneralizations and visualization errors in electrochemistry 2016-08 Akram, Muzammila LB Theory and practice of education The problem of misconceptions has become more critical when students have to acquire science concepts in a second language. Moreover, students? misconceptions might vary by region, culture, gender or age and to students with the misconceptions, it is essential to identify the reasons behind it. The present study identified the misconceptions in electrochemistry, and reasons for these misconceptions among second language science students of a secondary class in Pakistan. Many researchers have indicated that electrochemistry is considered a difficult topic for students to learn. The research developed a constructivist model to encounter language misconceptions, prior knowledge overgeneralizations and visualization errors after identifying electrochemistry misconceptions. It was conducted in two phases. During phase-I, grounded theory was used to identify electrochemistry misconceptions and its reasons, and a model in light of constructivist theories was developed. Data were collected via Test designed to identify Misconceptions in Electrochemistry, diagnostic test interview, think aloud protocol, concept mapping, and eminent chemistry teachers. In phase-II, the process of teaching using the new model was observed after training was given to two volunteer teachers. Students who had studied based on the new model were purposively selected for an interview. The findings of phase-I data were used to develop a Constructivist Model to Encounter the Misconceptions in electrochemistry. The findings of phase-II showed that model was effective to encounter language misconceptions, prior knowledge overgeneralizations and visualization errors in electrochemistry. The present study concluded that the diagnosed misconceptions helped to produce a disequilibrium state among second language science students leading to assimilation and accommodation. In this study, second language science students were found to use complex content related vocabulary and technical terms in the presence of a more knowledgeable person (teacher and peer in the zone of proximal development) 2016-08 Thesis http://eprints.utm.my/id/eprint/78809/ http://eprints.utm.my/id/eprint/78809/1/MuzammilaAkramPFP2016.pdf application/pdf en public http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:106300 phd doctoral Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Akram, Muzammila Constructivist model to encounter language misconseptions, prior knowledge overgeneralizations and visualization errors in electrochemistry
description	The problem of misconceptions has become more critical when students have to acquire science concepts in a second language. Moreover, students? misconceptions might vary by region, culture, gender or age and to students with the misconceptions, it is essential to identify the reasons behind it. The present study identified the misconceptions in electrochemistry, and reasons for these misconceptions among second language science students of a secondary class in Pakistan. Many researchers have indicated that electrochemistry is considered a difficult topic for students to learn. The research developed a constructivist model to encounter language misconceptions, prior knowledge overgeneralizations and visualization errors after identifying electrochemistry misconceptions. It was conducted in two phases. During phase-I, grounded theory was used to identify electrochemistry misconceptions and its reasons, and a model in light of constructivist theories was developed. Data were collected via Test designed to identify Misconceptions in Electrochemistry, diagnostic test interview, think aloud protocol, concept mapping, and eminent chemistry teachers. In phase-II, the process of teaching using the new model was observed after training was given to two volunteer teachers. Students who had studied based on the new model were purposively selected for an interview. The findings of phase-I data were used to develop a Constructivist Model to Encounter the Misconceptions in electrochemistry. The findings of phase-II showed that model was effective to encounter language misconceptions, prior knowledge overgeneralizations and visualization errors in electrochemistry. The present study concluded that the diagnosed misconceptions helped to produce a disequilibrium state among second language science students leading to assimilation and accommodation. In this study, second language science students were found to use complex content related vocabulary and technical terms in the presence of a more knowledgeable person (teacher and peer in the zone of proximal development)
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Akram, Muzammila
author_facet	Akram, Muzammila
author_sort	Akram, Muzammila
title	Constructivist model to encounter language misconseptions, prior knowledge overgeneralizations and visualization errors in electrochemistry
title_short	Constructivist model to encounter language misconseptions, prior knowledge overgeneralizations and visualization errors in electrochemistry
title_full	Constructivist model to encounter language misconseptions, prior knowledge overgeneralizations and visualization errors in electrochemistry
title_fullStr	Constructivist model to encounter language misconseptions, prior knowledge overgeneralizations and visualization errors in electrochemistry
title_full_unstemmed	Constructivist model to encounter language misconseptions, prior knowledge overgeneralizations and visualization errors in electrochemistry
title_sort	constructivist model to encounter language misconseptions, prior knowledge overgeneralizations and visualization errors in electrochemistry
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2016
url	http://eprints.utm.my/id/eprint/78809/1/MuzammilaAkramPFP2016.pdf
_version_	1747818076585328640

Constructivist model to encounter language misconseptions, prior knowledge overgeneralizations and visualization errors in electrochemistry

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