Dr. Keith S. Taber
Publication:
Tan, K-C. D., Taber, K. S., Goh, N-K & Chia, L-S. (2005)
The ionisation energy diagnostic instrument: a two-tier multiple choice
instrument to determine high school students’ understanding of ionisation
energy
Chemistry Education Research & Practice
6 (4), pp.180-197.
Abstract:
The topic of ionisation energy is important as the concepts involved provide
the foundation for the understanding of atomic structure, periodic trends
and energetics of reactions. Previous research has shown that A-level (high
school) students in the United Kingdom had difficulty understanding the concepts
involved in ionisation energy. This paper describes the development and administration
of a two-tier, multiple-choice instrument on ionisation energy, the Ionisation
Energy Diagnostic Instrument, to determine if A-level students (Grade 11 and
12, 17 to 18 years old) in Singapore have similar alternative conceptions
to those of their counterparts in the United Kingdom, as well as explore their
understanding of the trend of ionisation energies across Period 3. The items
in such instruments are specifically designed to identify alternative conceptions
and misunderstandings in a limited and clearly defined content area. The
results showed that students in Singapore applied the same octet rule framework
and conservation of force thinking to explain the factors influencing ionisation
energy as the students in the United Kingdom. In addition to the above alternative
frameworks, many students in Singapore also resorted to relation-based reasoning
to explain the trend of ionisation energies across Period 3 elements.