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  Home > JCE Print > Journal of Chemical Education > Issues > 2000  > October  >
Research: Science and Education
Are We Taking Symbolic Language for Granted?
Paul Marais
Department of Chemistry, Cape Technikon, South Africa

Faan Jordaan
Department of Didactics, University of Stellenbosch, Private Bag X3, 7602 Matieland, South Africa

Cover
October 2000
Vol. 77 No. 10
p. 1355
Abstract
This study formed part of a broader investigation into the role of language in teaching and learning chemical equilibrium. First-year technikon students were tested for their understanding of 25 words and five symbols commonly used in connection with chemical equilibrium. Each word or symbol was used in a short sentence. For each word or symbol five possible meanings were given, of which any number could be correct. This test showed that most of the students had an inadequate grasp of the meaning of all five symbols. It also showed that, on the average, their understanding of symbols was more problematic than their understanding of words. It is concluded that chemistry teachers, at all levels, should be alert to the fact that students may have problems with the meaning of symbols and purposefully "teach" symbolism to ensure that their students understand it the same way that they as teachers do.
More Information
*  Citation
 Marais, Paul; Jordaan, Faan. J. Chem. Educ. 2000 77 1355.
*  Keywords
 Chemical Education Research; Equilibrium; Nomenclature / Units / Symbols; Public Understanding; Writing in Chemistry
*  History
 Created:
Last Updated:		 September 22, 2000
April 15, 2005
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