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ERIC Number: EJ1183941
Record Type: Journal
Publication Date: 2018-Jul
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1756-1108
Using Knowledge Space Theory to Compare Expected and Real Knowledge Spaces in Learning Stoichiometry
Segedinac, M. T.; Horvat, S.; Rodic, D. D.; Roncevic, T. N.; Savic, G.
Chemistry Education Research and Practice, v19 n3 p670-680 Jul 2018
This paper proposes a novel application of knowledge space theory for identifying discrepancies between the knowledge structure that experts expect students to have and the real knowledge structure that students demonstrate on tests. The proposed approach combines two methods of constructing knowledge spaces. The expected knowledge space is constructed by analysing the problem-solving process, while the real knowledge space is identified by applying a data-analytic method. These two knowledge spaces are compared for graph difference and the discrepancies between the two are analysed. In this paper, the proposed approach is applied to the domain of stoichiometry. Although there was a decent agreement between expected and real knowledge spaces, a number of relations that were not present in the expected one appeared in the real knowledge space. The obtained results led to a general conclusion for teaching stoichiometry and pointed to some potential improvements in the existing methods for evaluating cognitive complexity.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Serbia