Identification of High School Students' Understanding on the Reaction Rate Change During Chemical Equilibrium Shift

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1 Journal of the Korean Chemical Society 2007, Vol. 51, No. 4 Printed in the Republic of Korea yw sx y w š w w *Á x y w w ( ) Identification of High School Students' Understanding on the Reaction Rate Change During Chemical Equilibrium Shift Jong-Yoon Park* and Hyun-Hee Yu Department of Science Education, Ewha Womans University, Seoul , Korea (Received January 11, 2007). š w 3w w 100 py w yw sx y w w w wš,» w yw s x y ww w. A, B, A' p w, A, B, A' w w. A p yw sx y w w, B p» w w, A' p A p w w. w w yw sx y w y y w wƒ û. š sx y y w w ù y y w w û. ù» w sx y w û w w» w yw sx j w ƒ. A p A' p w A' p m w ùkù B p w A' p w w w w. py ƒ w ƒ y w. : yw sx, yw, w, py ABSTRACT. The purpose of this study is to investigate the students' conceptions about the reaction rate changes during the chemical equilibrium shifts and also whether the questions about basic concepts of the reaction rate are helpful for the students' understanding of reaction rate changes during the chemical equilibrium shifts. The subjects were 100 students in the 12th grade. The questionnaires were composed of A, B, and A' set, which had to be answered sequentially. The A set consisted of questions asking the change of reaction rate when chemical equilibrium was shifted, the B set was to testify the basic concepts of the reaction rate, and the A' set was the same as the A set. The results showed that the students' understanding of the reverse reaction rate change was lower than that of the forward reaction rate change during the equilibrium shift. Also it was found that students' understanding of the reaction rate change caused by adding the reactant was fairly good while their understanding of the reaction rate change caused by temperature increment was very poor. Since the students marked very high scores in the B set questions, their poor understanding for the reaction rate changes during the equilibrium shifts was not seemed to be due to the lacks of the basic knowledge of reaction rate. Instead, it was due to the failure of applying the basic knowledge of reaction rate to the changes of reaction conditions. 365

2 366 Á x It was also found that the average scores of A' set were statistically higher than those of A set. It means the B set items were helpful for the students to solve the A' set items. These results evidenced the possibility of set questionnaires could help the students to connect the related concepts in solving the problems. Keywords: Chemical Equilibrium Shift, Reaction Rate, Students' Conception, Set Questionnaires yw sx sx yw ƒ w wù ƒ», y y, w e,» w ww v. ù yw s x sx ww x šƒ ƒ w» w» w. 1,2 ü yw sx sx w w w wš w y w» w š š x w yw sx w w,,, sx, sx, p,» e, ƒ e w w š. 1,2,12,13,16,17,23,26 w yw sx sx w w w w w, š, š g w w ù. 14 w wù yw sx w p, w w w w» w» w» ñ ü x. 2,11,12,16,17,26 p w sx w ý ƒ š w w š, sx w dw w w sx ù w w w» q š. 24 p w š sx w dw» w w w. 24 w s x sx w dw š, w sx w dw. sx w» w y y dw w, w, w w. yw sx y w w w w, ½ yw sx y w š w 3w w 4.0%, yw w w 2w w 5.3%, yw w w 3, 4w w 2.8% û. 4 š Banerjee ƒ ƒw š wwš w 25% š, yw 4%. w 50% yw 86% sx w» ƒ w š w w yw sx y w wƒ w. 11 sx y w û w» w ù» š ù sx g w w». sx y w w j» w w v ƒ ƒ, w yw sx y w w wì» w w w v ƒ. Journal of the Korean Chemical Society

3 wr, Niaz w w w ù w w w w. w Niaz w 22 w ( ) w w., wù w (progressive transition) š w. w w mw w y» w w.» w w t z sx y w w yw ƒ. š w y w sx y w w» w w w Ì w w yw sx y ww w š, w» w t yw sx y w w yw š w. 2007, Vol. 51, No. 4 w û š w 3w w 100, yw II kw w. yw sx y, š w» w wš,» w yw sx y dw» w A, B, A' py w. A p yw sx y 6 w š, B p w» 5 w. š A' p A p yw sx y w š w w 367 w w w. A p w yw sx y» w x k w. w ü š sx w y( w 1, 2), sx ƒw y( w 3, 4), sx y( w 5, 6) w. B p w w» w. w ü š g y( w 1, 2), ƒ ƒ w y( w 3, 4), š y( w 5) w. w A, B, A' p t. A p sx y w w w q w» w š, B p» w w w q w» w. w z A p w w A' p t, w B p t w» y w A p w w A' p w» w. py w w w wì yw sx y w w» w w l w ƒ., w A w w w B, w A' w w w» š ù sx j w w wš, w A, B, A' w w» w wƒ w. w w w A w A' w w w w t ƒ w w yw w., w A w w w

4 368 Á x w A' w w w B t w A' w ƒw. w w w w B w A w g š. w w yw ƒ 1 š w yw 3 l ü k. w ü k t w 5 fp s³ w ƒ w s³ 4~5, s³ 4.36 ù. yw sx ƒ óù š w» š z w 50 w. w t w» w A p w t w z B A' p ù š t w. w m ƒ p w w ƒƒ w. š A p A' p w» w ƒ w w 1 w. A p A' p w» w SPSS 12.0 m v w t t w. š w ƒ w w» w yw sx y w A p A' p Table 1, š» B p Table 2 w. A p A' p w 1, 2, 3 44% ùkû ù, w 4, 5, 6 36% w û ùkû. p w 5, 6 4% w û (Table 1). ù B p» w 94% (Table 2). w» w w ƒ ù yw sx y j w. A p A' p ü w 1 w 2, š w 3 w 4 w y w y w ( t t ƒ p ü w 1 w 2, š w 3 w 4 w (p<0.05)). š w w Table 1. Percentages of correct responses on the sets A and A' for the changes of reaction rate during chemical equilibrium shift Items Set A Set A' Multiple Reason Multiple Reason 1. Forward rate change before reaching equilibrium Reverse rate change before reaching equilibrium Forward rate change after adding more reactant at equilibrium Reverse rate change after adding more reactant at equilibrium Forward rate change after temperature jump at equilibrium Reverse rate change after temperature jump at equilibrium Table 2. Percentages of correct responses on the set B for the basic concepts of the reaction rate Items % 1. Reactant concentration change after starting the reaction Product concentration change after starting the reaction Rate change by increasing reactant concentration Rate change by decreasing reactant concentration Rate change by increasing reaction temperature 94 Journal of the Korean Chemical Society

5 yw sx y w š w w 369 wì w w ùk û. 6 w w» w w w» ƒ. ƒ w w wš w w w. ƒ y(a p A' p ü w 3, 4) w ƒ y(a p A' p ü w 5, 6) w w, ƒ g ùkû ( t t ƒ p ü w 3, 4 w 5, 6 w (p<0.05)). ƒ g y w x ƒ g { û. w w w ùkû. 5,8,9 wr, B p w 5 w 94% w ƒ ƒ» š ùkû (Table 2). wš w ƒ sx w ƒ w wš, ù ƒ y y ƒ j» ƒ f sx w ù wwš w. A p A' p w 6 Table 3. Percentages of answer choices for the item 1 and 2 in set A Answer choice % Item 1 Item 2 Getting faster gradually 1 53 * Getting slower gradually 72 * 19 Remain unchanged 4 1 Getting faster and then getting slower Getting slower and then getting faster 1 13 Others 1 2 * Correct choiceu ƒƒ 34% 36%. w y y wwš w p w sx w û š. w s sx y w w w» w A p ƒ w k s Table 3( w 1, 2) Table 4( w 3~6) w. w 1 z sx ¾ y kw w 72%. w w 21% w ƒ kw. kw w (19%) w Table 4. Percentages of answer choices for the items 3~6 in set A Answer choice % Item 3 Item 4 Item 5 Item 6 Getting faster gradually 6 19 * Getting slower gradually Remain unchanged Sudden jump and then getting slower 71 * * Sudden jump and then getting faster * 5 Sudden drop and then getting faster Sudden drop and then getting slower Others * Correct choice. 2007, Vol. 51, No. 4

6 370 Á x ƒ w š w ƒ¾ w. ù kw w ƒ 0 w ƒw ƒ w ƒw w. w 2 w 1 w y y kw w 53% y w û. kw w (19%) ù ƒ w š w w û š w wš ù ƒw. kw w (13%) w 1 kw w y y š ƒ wš. w 3 sx ƒw sx w» ¾ y» ƒ kw w 71%. p e ù 8% w w kw. ù w w w, sx w w š w. w 4 w 3 w y kw w 19% w 3 71% w x û.» ƒ kw w 33% ƒ, y. w ƒ ¾ š ƒw š w yƒ y š ƒwš. kw w 20%ù, ƒ ƒw ƒ ƒ ƒ w w y y w ƒw. w sx k w» w ƒ ƒ sx w š w y y w ƒw w. w 5 sx» z w w sx w y» ƒ kw w 2% w. kw w 25% ƒ, ƒ ƒ ƒ š sx w ƒ w ƒ w ƒ. kw 23% w ƒ ƒw ù sx w ù ƒw. w sx y k p w s x w û dw ù y mw wwš w. kw 19% w sx w ù š ƒw. w 6 w 5 w y» ƒ kw w 34% w 5 w. ù w ƒ z sx w w w w. 20% w p w g ƒ ƒ ƒ w š w sx w û š ù» w ƒ w w. ù w ƒ ƒ y y ƒ ( z ƒ ƒw ) ƒ š w w ƒ w. ƒ kw Journal of the Korean Chemical Society

7 38% w kw. w p w g ƒ š w p w sx w û š y w š w. w 5 w 6 mw y sx w w p w sx w dw» w y w ƒ w ƒ. p sx ù w w y w ww wš. p ƒ e y wì ƒ e sx ù ww ƒ.» w z Table 1 A p A' p w w w w 3 w š A' p ùkù» w B p w t z w. w ƒ m w» w t t w š, Table 5 ùkü. A p A' p s³ ƒƒ A' p s³, m w ƒ ùkû (p<0.05). B p» w w t A' p w t š. yw sx y w š w w 371 ù A p A' pƒ w w w ƒ š w w., w ƒ B p w w» A p w w ƒ. w w w ƒ ùkú» z w ƒw. A p A' p s³ m w ƒ, w w r=0.518 û ù - w w.» z A, B, A' p w t» A p w t» w B p w A' p w t ƒ. ù w t w w w ù»zƒ š, w t» t ƒ w w w t ƒ ƒ. w w»» z ƒ w ƒ. A p A' p s³ w» B p w t» z w A' p w t. Table 5 ƒ w t w w 2 w 6 w š, ù w w. w 2 z y Table 5. Means, standard deviations and the results of paired t-test for the sets of A and A' Items M(SD) Set A Set A' t p Total 1.85(1.21) 2.16(1.38) * (0.47) 0.71(0.46) (0.50) 0.56(0.50) * (0.50) 0.59(0.49) (0.38) 0.24(0.43) (0.00) 0.02(0.14) (0.00) 0.04(0.20) * * p< , Vol. 51, No. 4

8 372 Á x» z mw w ü w ùkü š. w 6 sx k z y, w 2 w w w ù û j ƒ. ù w w 1, 3, 5 w w 2, 4, 6 y û ù (p<0.1)» w t y ü. w A p A' p w yw sx y w w š, B p w» w w. A, B, A' p w ƒ š w w x w w t w y w w ƒ w y w» w w ƒ. A p A' p w s³ w ƒ w 2 w w w. A p w 2 š g z sx ¾ y B p w 2, 3. B p w 2 š g z y w š, w 3 ƒ ƒw y w. B p w 2, 3 A p w 2 w w v w w w. A p w 2 w w w x w ƒ x Table 6 w. ƒ w w O, p X ùkü, A p A' p O w. x 1 38% A, B, A' p w w. x 2 30% A-2 A'-2 w ù B-2 B-3 w w Table 6. The distribution of response types for item 2 in set A and related items in set B and set A' Response type A-2 B-2 B-3 A'-2 % 1 O O O O 38 2 X O O X 30 3 X O O O 18 4 O O O X 5 5 X X O X 5 6 X O X X 3 7 O X O X 1 Total 100. w» š ù yw sx w y w j w. x w» w j ¼ v w. x 3 18% A-2 w ù B-2 B-3 mw A'-2 w w. B p w t A'-2 w, py w l k. wr, x 4 A-2, B-2, B-3 w ù A'-2 w 5% w B p w t y. w mw y w x v w ƒ. x 5, 6 w w w» w» y w sx w y ww w. x w» l ƒ e v w. py w w w w ƒ. š w w yw sx y w Journal of the Korean Chemical Society

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10 374 Á x tional Journal of Science Education, 1993, 15(2), Harrison, A. G.; De Jong, O. Journal of Research in Science Teaching, 2005, 42(10), Huddle, P. A.; Pillay, A. E. Journal of Research in Science Teaching, 1996, 33(1), Niaz, M. International Journal of Science Education, 1995, 17(3), Niaz, M. Journal of Science Education and Technology, 2001, 10(2), Piquette, J. S.; Heikkinen, H. W. Journal of Research in Science Teaching, 2005, 42(10), Tyson, L.; Treagust, D. F.; Bucat, R. B. Journal of Chemical Education, 1999, 76(4), Voska, K. W.; Heikkinen, H. W. Journal of Research in Science Teaching, 2000, 37(2), Wheeler, A. E.; Kass, H. Science Education, 1978, 62(2), Journal of the Korean Chemical Society

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