Studies have found that in chemistry courses students solve problems based more often on algorithms and recalling facts rather than on comprehension and analysis of chemistry concepts. Furthermore, the lack of both understanding and integration of the three levels of representation (macroscopic, submicroscopic, and symbolic) could be hindering students' conceptual understanding. In the laboratory component of chemistry courses students usually manage the macroscopic level, while in the lecture component and in many textbooks students are exposed to symbolic equations and rules to solve numerical problems. Most of the time, these practices leave students with definitions, lack of integration between the levels of representations, and superficial understanding of complex topics that have a strong submicroscopic foundation. The purpose of this study is to identify the alternative conceptions students hold about limiting reactant and redox reactions using the three levels of representation concept inventory. The steps taken to create the concept inventory (semi-structured interviews, open-ended and multiple-choice versions of the assessment) will be reported. Also, the progress of the implementation of the instrument to establish its validity and reliability will be discussed.

Development of a concept inventory to assess students' integration and understanding of the three levels of representation

247th National Meeting (2014)

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