| Characteristics of beginning college chemistry students and their conceptual understanding in the fundamental areas of physical and chemical change and of heat and temperature were examined in this study. Pre and post tests containing multiple choice and open ended questions were used. Structured classroom activities in each content area were carried out by dyads; students working individually served as a control group.;Using quantitative data analysis techniques, the researcher examined various descriptive characteristics of students, including GPA, prior chemistry knowledge, thinking styles, previous experience in chemistry courses, and logical thinking skills, to determine possible correlations with conceptual understanding. Students' prior knowledge of chemistry was directly related to their logical thinking skills and to their initial conceptual understanding of the content topics. Students with no previous chemistry experience demonstrated more initial understanding of physical and chemical change. After the intervention, students who worked individually showed better understanding of heat and temperature content.;Using qualitative techniques, the researcher examined data from written materials, audiotapes of dyad interactions, and post-activity interviews with individual students. Students exhibited a confusion between "property" and "change." Students tended to use macroscopic descriptions of physical change and atomic level descriptions of chemical change. In addition, they showed alternate conceptions regarding physical and chemical change and heat and temperature that are similar to conceptions reported in the literature.;Students made little use of logical argument, and use of logic or reference to evidence did not necessarily result in correct explanations. Students who spoke favorably of the dyad activity cited the generation of alternate ideas as valuable.;Based on these conclusions, the researcher recommends continued study of students' actual understanding of other chemistry content area. Educators need to pursue effective ways of changing inaccurate concepts held by students. Students need to be given opportunities exercise their thinking skills repeatedly. |
