A Study of Moroccan Pupils' Difficulties at Second Baccalaureate Year in Solving Chemistry Problems Relating to the Reactivity of Ethanoate Ions and to Copper-Aluminium Cells

Autor/in	Ouasri, Ali
Titel	A Study of Moroccan Pupils' Difficulties at Second Baccalaureate Year in Solving Chemistry Problems Relating to the Reactivity of Ethanoate Ions and to Copper-Aluminium Cells
Quelle	In: Chemistry Education Research and Practice, 18 (2017) 4, S.737-748 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ouasri, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C7RP00071E
Schlagwörter	Foreign Countries; Late Adolescents; Chemistry; Science Instruction; Problem Solving; Science Process Skills; Scientific Concepts; Secondary School Science; High School Students; Morocco + Suchen Sie Ihr Suchwort? Ausland; Halbstarker; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problemlösen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Marokko
Abstract	This paper investigates the difficulties that Moroccan pupils (18-19) of the second Baccalaureate year encountered in solving chemical equilibrium problems relating to ethanoate ions' reactivity with water and methanoic acid, and to copper-aluminum cells. The pupils were asked to provide answers to questions derived from two problems. The questions were classified into different tasks according to whether their answers required declarative and (or) procedural knowledge. The written responses evaluated and counted as the percentage of successful, failed and unprocessed tasks revealed that pupils completed with success tasks on the reactivity of ethanoate ions with water more easily than those of two other studied cases. The pupils encountered difficulties in appropriating procedural knowledge on equilibriums involved in ethanoate ions' reactivity with methanoic acid and in copper-aluminum cells. The impact of the tasks' organization on knowledge development seems to be not verified as it was shown in the hierarchy prevalence of problems from simple to complex ones. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01