A learning progression towards understanding chemical change

Abstract

This paper focuses on findings relating to chemical change that were part of a wider study exploring students' understanding of the concept of a substance. Including pilot work, around 6000 students from 45 schools were involved in the project. An instrument using fixed-response items was developed with distracter options based on likely misconceptions reported in the research literature. The possibility of a learning progression was explored using Rasch modelling. Overall, the data show a good fit to the Rasch model and a learning progression towards understanding chemical change emerged. The progression is presented and significant implications for the chemistry curriculum are discussed. There is reason to suppose a curriculum better matched to students' needs as learners could bring improvement in their progress. © Universidad Nacional Autónoma de México.