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What Chemistry Students of Differing Ability Levels Learn about NOS within Inaccessible Chemistry Concepts: A Case Study

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Title: What Chemistry Students of Differing Ability Levels Learn about NOS within Inaccessible Chemistry Concepts: A Case Study
Language: English
Authors: Mary F. Johnston (ORCID 0000-0002-0682-011X), Valarie L. Akerson (ORCID 0000-0002-0945-6149)
Source: International Journal of Research in Education and Science. 2025 11(1):1-32.
Availability: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Peer Reviewed: Y
Page Count: 32
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: High School Students, High School Teachers, Rural Schools, Chemistry, Science Instruction, Science Teachers, Scientific Principles, Scientific Concepts, Misconceptions, Science Curriculum, Academic Ability, Science Achievement, Curriculum Development, Instructional Development
Geographic Terms: New Jersey
ISSN: 2148-9955
Abstract: This action research case study explored the ability of three high school chemistry students to grow in their understanding of nature of science (NOS) during its explicit-reflective inclusion in two unit chapters on bonding (ionic compounds followed by covalent molecules). Students completed a pre, post and delayed Views of Nature of Science Form B (VNOS-B) questionnaire to measure changes in and retention of science understanding. Prior to viewing the results of classroom assessments or content assessments, students were placed into high, medium and low apparent ability levels based on the results of their pre and post VNOS-B coded results. Additionally, the study explored the mitigation of historical classroom misconceptions in units on bonding and reaction chemistry for these participants and students, in general. Classwork, classroom assessments, laboratory write ups, general cluster group discussions, established instruments (bonding representational inventory and representational systems and chemical reactions diagnostic inventory) and instructor field notes were also included in the case studies. The aforementioned information resulted in recommendations to first introduce NOS with less abstract concepts to enhance the growth in understanding of low-ability students during its inclusion with less accessible chemistry concepts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1465739
Database: ERIC
FullText Text:
  Availability: 0
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  Data: What Chemistry Students of Differing Ability Levels Learn about NOS within Inaccessible Chemistry Concepts: A Case Study
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  Data: <searchLink fieldCode="AR" term="%22Mary+F%2E+Johnston%22">Mary F. Johnston</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0682-011X">0000-0002-0682-011X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Valarie+L%2E+Akerson%22">Valarie L. Akerson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0945-6149">0000-0002-0945-6149</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Education+and+Science%22"><i>International Journal of Research in Education and Science</i></searchLink>. 2025 11(1):1-32.
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  Data: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
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  Data: This action research case study explored the ability of three high school chemistry students to grow in their understanding of nature of science (NOS) during its explicit-reflective inclusion in two unit chapters on bonding (ionic compounds followed by covalent molecules). Students completed a pre, post and delayed Views of Nature of Science Form B (VNOS-B) questionnaire to measure changes in and retention of science understanding. Prior to viewing the results of classroom assessments or content assessments, students were placed into high, medium and low apparent ability levels based on the results of their pre and post VNOS-B coded results. Additionally, the study explored the mitigation of historical classroom misconceptions in units on bonding and reaction chemistry for these participants and students, in general. Classwork, classroom assessments, laboratory write ups, general cluster group discussions, established instruments (bonding representational inventory and representational systems and chemical reactions diagnostic inventory) and instructor field notes were also included in the case studies. The aforementioned information resulted in recommendations to first introduce NOS with less abstract concepts to enhance the growth in understanding of low-ability students during its inclusion with less accessible chemistry concepts.
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      – Text: English
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      – SubjectFull: Misconceptions
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