Moeilijkheden van leerlingen met het gebruik van betrekkingen bij het oplossen van scheikunde-opgaven

H. Kramers-Pals, A. Pilot

    Research output: Contribution to journalArticleAcademic

    31 Downloads (Pure)


    This article discusses the difficulties secondary school students experience
    when solving chemica1 problems, and the probable causes for these difficulties.
    A simplified model of the problem-solving process is used to analyze the
    causes of these difficulties. This model is based on the characterization of the
    problem-solving process as an analysis of the problem situation, followed by
    transformations of the problem, using quantitative and/or qualitative relations
    (principles). Using this model for the analysis of student errors in final examination papers in chemistry, it is found that errors concerning principles form an important part of the total number of mistakes. The most frequently occurring errors are on the one hand, errors in choosing valid principles, and on the other hand, errors in the analysis of the problem situation, whereby students
    fail to recognize characteristics which can connect the data with principles for
    transformation of the data. Two possible causes of these errors are discussed.
    Student errors can be partly connected with shortcomings in the examination
    program and in textbooks concerning principles. Apart from giving more attention to principles in teaching and learning processes, it is recommended to
    give more attention to the wording of principles in the final examination program and in textbooks, based in content-oriented educational research and
    Original languageDutch
    Pages (from-to)151-166
    JournalTijdschrift voor didactiek der B-wetenschappen
    Issue number2
    Publication statusPublished - 2000

    Cite this