A Survey of Secondary School Science Teachers’ Thinking on Classifying Phenomena Related to Dissolution of Ionic Compound and Acid into Physical and Chemical Change  





     
  

Printed in the Republic of Korea

       

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(2002. 5. 9 )

A Survey of Secondary School Science Teachers’ Thinking on Classifying Phenomena Related to Dissolution of Ionic Compound and

Acid into Physical and Chemical Change

Seoung-Hey Paik* and Sun-Kyoung Kim^†

Department of Chemistry Education, Korean National University of Education, Chungbuk 363-791, Korea

†Kwanju Computer Technology High School, Kwanju 500-803, Korea (Received May 9, 2002)

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ABSTRACT. This study examined secondary school science teachers’ thinking on physical and chemical change. For this research, we analysed the answers of 80 secondary school science teachers. According to the result of the analysis, teachers had various opinions when they classified phenomena of dissolving ionic compound or diluting acid into phys- ical change and chemical change. Many teachers tended to classify similar phenomena into different change when those were represented with different focus. It means that teachers’ opinions were not consistent.

Key words: Secondary school, Science teacher, Science education, Chemical change, Physical change, Dissolution, Ionic compound, Acid



  
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Table 1. Teachers’ classifying criteria about dissolving phenomena of the ionic compound Criteria

Physical change Chemical change

Property Reversibility Bonding Electron Property Reversibility Bonding Electron

Dissolving salt 49 7 11 1 4 0 5 2

Dissolving KCl(Property) 22 6 17 6 7 0 9 12

Dissolving salt(Ion) 17 7 13 3 6 0 20 11

Table 2. Teachers’ classifying criteria about the dissolving acid phenomena (number)

Criteria Physical change Chemical change

Property Reversibility Bonding Electron Property Reversibility Bonding Electron

Dissolving HCl 43 4 18 0 5 0 5 4

Dissolving H2SO4(Property) 20 5 17 0 17 0 11 5

Dissolving HNO3(Ion) 14 4 3 0 10 1 29 17

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Table 3. Analysis of science teachers' responses on the dissolving phenomena of ionic compounds number(%)

Phenomena

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Total

Physical change Chemical change

Dissolving salt(Ion) Dissolving salt(Ion) Physical change Chemical change Physical change Chemical change

Dissolving salt Physical change 34 (42.5) 16 (20.0) 6 (7.5) 12 (15.0) 68 ( 85.0)

Chemical change 0 ( 0.0) 2 ( 2.5) 1 (1.3) 9 (11.2) 12 ( 15.0)

Dissolving salt total(Ion) 34 (42.5) 18 (22.5) 7 (8.8) 21 (26.2) 80 (100.0)

Dissolving KCl total(Property) 52 (65.0) 28 (35.0) 80 (100.0)

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27 (33.8) 51 (63.8) 1 (1.3)

Table 5. Consistence of teachers' responses about the diluting acid phenomena number(%)

Phenomena

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Total

Physical change Chemical change

Diluting H2SO4(Property) Diluting H2SO4(Property) Physical change Chemical change Physical change Chemical change

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Diluting HNO3 Total(Ion) 22 (27.5) 58 (72.5) 80 (100.0)

Fig. 2 Change of teachers’ responses related to diluting acid phenomena.

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