Understanding Chemical Change in Primary Education: The Effect of Two Cognitive Variables

Abstract

In this study, pupils’ understanding of chemical change was investigated in relation to two cognitive variables: logical thinking and field-dependence/field-independence. The participants (N = 99) were sixth-grade elementary school pupils (aged 11/12), which were involved in two different tasks related to combustion. The pupils were tested for their understanding by means of an instrument, where they were asked to describe and interpret the phenomenon. The application of multiple regressions on students’ mean achievement score along with analysis of variance demonstrated that the above variables were statistically significant predictors with logical thinking to be the most dominant one. Moreover, a distinction between items emphasizing description and items emphasizing interpretation were made and the effects of the cognitive variables were determined. Path analysis was implemented to depict these hypothesized direct and indirect effects among variables. The findings contribute to the literature by providing empirical evidence that the above individual differences have an effect on pupils’ understanding the phenomenon of chemical change at that critical age. Implications for science education are also discussed and it is pointed out that cognitive variables, such as, logical thinking and field-dependence/field-independence should not be ignored in potential teaching interventions. Moreover, theoretical contribution is given by showing that neo-Piagetian theories provide a coherent framework for understanding students’ performance in science education.

Keywords:

• Chemical changes
• Combustion
• Primary education
• Logical thinking
• Field-dependence/field-independence
• Multiple regression analysis
• Analysis of variance

Notes

1 Collinearity diagnosis with sequential avova: The hierarchical entry of LTh and FDI affected the partition of the total sum of squares SSR = 452.91. The LTh-FDI order led to partition 375.98 and 76.93, while the FDI-LTh order led to partition 324.88 and 128.03.

2 The Durbin–Watson test (DW) tests for serial correlations in the residuals and is appropriate for time series analysis. In cross-sectional data the residuals could be tested in a random order or in order of increasing magnitude on each independent variable. A value below 2 indicates a positive correlation, while a value >2 indicates a negative correlation. The statistical significance of the DW value is determined by comparing it with tabulated values.