In upper-secondary chemistry education, the concept of ‘Amount of Substance’ occupies a central position within the computation framework. However, comprehending this concept often poses a challenge for students. To address this issue, our study aimed to design and implement a computation skills test to assess the varying levels of students’ computation skills in understanding Amount of Substance. The test was administered to a total of 214 first-year students at the secondary schools. To analyse the test scores and unveil students’ comprehensive and mastery levels of computation skills, the SOLO Taxonomy was employed for scoring the levels. Additionally, interviews were conducted to identify the underlying reasons for their learning difficulties. Findings revealed that the majority of students demonstrated proficiency in solving relatively straightforward problems and applying basic formulas. Only a small fraction of students reached the advanced relational level, showcasing their ability to apply chemical concepts and methodologies to solve complex problems. Moreover, students exhibited varying degrees of proficiency when dealing with different types of knowledge and problems associated with computations involving solutions and the quantification of microscopic particles. Interviews uncovered students’ major learning difficulties. These findings inform the teachers’ teaching of Amount of Substance in chemistry education. Copyright © 2024 Informa UK Limited, trading as Taylor & Francis Group.
CitationTian, P., Fan, Y., Sun, D., & Li, Y. (2024). Evaluating students’ computation skills in learning amount of substance based on SOLO taxonomy in secondary schools. International Journal of Science Education. Advance online publication. https://doi.org/10.1080/09500693.2023.2291691
- Amount of substance
- Chemistry education
- Computation skills
- SOLO taxonomy