Facilitating Conceptual Change in Students’ Understanding of by Mansoor Niaz, Marniev Luiggi

By Mansoor Niaz, Marniev Luiggi

This publication is set how scholars are taught the periodic desk. It stories features of the periodic table’s improvement, utilizing the historical past and philosophy of technological know-how. The instructing approach offered during this e-book is perfect for instructing the topic in highschool and at introductory collage point.
Chemistry scholars taught during this new, experimental method are in comparison with these taught within the conventional means and the writer describes how exams stumbled on extra conceptual responses from the experimental crew than the keep an eye on group.
The ancient points of significance to this educating strategy are: the position of the Karlsruhe Congress of 1860; the lodging of the chemical parts within the periodic desk; prediction of parts that have been chanced on later; corrections of atomic weights; periodicity within the periodic desk as a functionality of the atomic idea; and the lodging of argon.
The experimental workforce of scholars participated in quite a few actions, together with: dialogue of assorted elements concerning the background and philosophy of technological know-how; development of idea maps and their overview via the scholars; PowerPoint shows; and interviews with volunteer students.

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In this sense this item is different from Item 5 in which the students were given a series of factors and they selected one or a combination of different factors. A comparison of student performance on Items 5 and 6 could provide feedback with respect to how students understand the development of the periodic table and the degree to which it is influenced by textbooks (control group) and the classroom treatment (experimental group). In the classification of students’ responses on this item, following additional criteria were used: (i) If the student referred to all or some of the factors included in response (a) it was categorized as option (a); (ii) If the student referred to some of the factors included in response (a) and at the same time explicitly referred to Dalton’s atomic theory, then it was categorized as option (b); (iii) If the student referred to some of the factors included in response (a) and at the same time explicitly referred to the Karlsruhe congress, then it was categorized as option (c); (iv) If the student referred to some of the factors included in response (a) and at the same time explicitly referred to the placement of noble gases, then it was categorized as option (d).

Following is an example of a response by one of the students from the control group: Although there was fair amount of consensus among scientists with respect to atomic weight as the defining criterion for classification of the elements, a major problem was the difficulties involved in the classification of various elements that did not follow the relation between the ascending order of atomic weights and the various physicochemical properties. In the case of the three pairs of elements, the corrections introduced by Mendeleev were particularly helpful in overcoming the difficulties faced by the periodic table (Student #33).

Dalton had conflicts with other scientists and out of these conflicts emerged the concept of atomic weight. Yes, I agree. After the conflicts were resolved, Mendeleev proposed his periodic table based on his theoretical framework, and later came the discovery of the electrons, atomic nucleus, and atomic number. So what was the basis of Mendeleev’s periodic table? Now, I am confused. Let us clarify. If Mendeleev’s periodic table is based on atomic weights, and the atomic weights are based on the atomic theory, on which atomic theory did Mendeleev base his table, the modern atomic theory or the one originally proposed by Dalton?

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