Evaluation of the periodic table as a teaching tool and content for conceptual change in chemical processes

Thabo Mhlongo; Thomas Dipogiso Sedumedi

doi:10.56003/jse.v4i1.267

Authors

Thabo Mhlongo Tshwane University of Technology, South Africa
Thomas Dipogiso Sedumedi Tshwane University of Technology, South Africa

DOI:

https://doi.org/10.56003/jse.v4i1.267

Keywords:

Periodic table, conceptual change, chemical bonding, chemical reactions

Abstract

This study focused on two crucial chemistry concepts, chemical bonding and related reactions. It explored how learners may conceptually use the periodic table in their scientific understanding. Specifically, the study's goal was to ascertain the effect of the use of this tool on learners' conceptual knowledge and/or reasoning abilities during learning or knowledge construction. The study utilized qualitative methodology and was based on a case (the school). For the purposes of the experiment, the participating learners—learners in grade 11 chemistry—were split into two groups (control group and experimental group). The study's findings indicate relationships between learners' knowledge (re)construction of chemical processes and their applicability to the periodic table. Future research is suggested by the researchers on the links between learning conceptual change and teaching approaches using the periodic table.

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