Lærerstudenters misoppfatninger og læring om kjemiske reaksjoner

This study has addressed misconceptions and the learning process of chemical reactions. 14 student teachersperformed a written test consisting of 28 multiple choice questions and after participating in fivechemistry classes the students were interviewed individually focusing on misconceptions and experiencedlearning events. Several misconceptions and hindrances for the learning of chemical reactions were identified.Some of these are previously identified, but two were more surprising; Three out of 13 studentswere confused when switching between the terms chemical “reaction” and chemical “change”, a confusiongenerated by a chemistry textbook. In addition, one student mixed up the symbolic meaning of theletter “C” in NaCl to C for the element carbon. Another student learned the profound difference betweentwo states of a substance when the symbols (aq) and (l) were used to differ between “dissolved in water”and “liquid”. Finally, the students identified dialogue and laboratory work as important for their learningof chemical reactions.