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ANALYSIS OF STUDENT UNDERSTANDING OF SCIENCE CONCEPTS INCLUDING MATHEMATICAL REPRESENTATIONS: PH VALUES AND THE RELATIVE DIFFERENCES OF pH VALUES

Title
ANALYSIS OF STUDENT UNDERSTANDING OF SCIENCE CONCEPTS INCLUDING MATHEMATICAL REPRESENTATIONS: PH VALUES AND THE RELATIVE DIFFERENCES OF pH VALUES
Authors
Park E.-J.Choi K.
Ewha Authors
최경희박은정
SCOPUS Author ID
최경희scopus
Issue Date
2013
Journal Title
International Journal of Science and Mathematics Education
ISSN
1571-0068JCR Link
Citation
vol. 11, no. 3, pp. 683 - 706
Indexed
SSCI; SCOPUS WOS scopus
Abstract
In general, mathematical representations such as formulae, numbers, and graphs are the inseparable components in science used to better describe or explain scientific phenomena or knowledge. Regardless of their necessity and benefit, science seems to be difficult for some students, as a result of the mathematical representations and problem solving used in scientific inquiry. In this regard, several studies have attributed students' decreasing interest in science to the presence of these mathematical representations. In order to better understand student learning difficulties caused by mathematical components, the current study investigates student understanding of a familiar science concept and its mathematical component (pH value and logarithms). Student responses to a questionnaire and a follow-up interview were examined in detail. "Measure" and "concentration" were key criteria for students' understanding of pH values. In addition, only a few students understood logarithms on a meaningful level. According to students' understanding of scientific phenomena and mathematical structures, five different student models and the critical features of each type were identified. Further analysis revealed the existence of three domains that characterize these five types: object, operation, and function. By suggesting the importance of understanding scientific phenomena as a "function," the current study reveals what needs to be taught and emphasized in order to help students obtain a level of scientific meaning that is appropriate for their grade. © 2012 National Science Council, Taiwan.
DOI
10.1007/s10763-012-9359-7
Appears in Collections:
사범대학 > 과학교육과 > Journal papers
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