LIVING WITH PRECONCEPTIONS. RESPONSE TO PH AND RELATED ASPECTS OF FIRST YEAR UNIVERSITY STUDENTS THROUGH THE POINT OF VIEW OF THEIR HIGH SCHOOL CURRICULUM
Published: 31 Aug 2017
Abstract: A survey is contacted on a limited number of first year students at a Greek university (n=54) in relation to their notions about pH and related aspects, following a semester of lectures and tutorials, both of which include teaching and experimenting upon pH. The findings attempt to correlate the assimilation of information with the school of study and with the kind of underlying background of the students since they could, in principle, have followed different high school currliculae towards entering the university courses. Namely, students who followed a curriculum termed “technological direction” in high school could follow studies at the Geology department where limited knowledge and use of pH is required at the undergraduate level, while the high school direction does not involve any Chemistry classes at all in the final year. On the other hand, Pharmacy students are overloaded with chemical information and can enter the department course only through a high school direction termed “positive”, which involves a lot of lessons on equilibrium and pH.
Keywords: ph notions, university students, curriculum, preconceptions
Cite this article: Hector Katsikis, Aikaterine Kontopoulou, Pericles Akrivos. LIVING WITH PRECONCEPTIONS. RESPONSE TO PH AND RELATED ASPECTS OF FIRST YEAR UNIVERSITY STUDENTS THROUGH THE POINT OF VIEW OF THEIR HIGH SCHOOL CURRICULUM. Journal of International Scientific Publications: Educational Alternatives 15, 291-302 (2017). https://www.scientific-publications.net/en/article/1001585/
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