Resumen

JOHNSON, Philip. A learning progression towards understanding chemical change. Educ. quím [online]. 2013, vol.24, n.4, pp.365-372. ISSN 0187-893X.

This paper focuses on findings relating to chemical change that were part of a wider study exploring students' understanding of the concept of a substance. Including pilot work, around 6000 students from 45 schools were involved in the project. An instrument using fixed-response items was developed with distracter options based on likely misconceptions reported in the research literature. The possibility of a learning progression was explored using Rasch modelling. Overall, the data show a good fit to the Rasch model and a learning progression towards understanding chemical change emerged. The progression is presented and significant implications for the chemistry curriculum are discussed. There is reason to suppose a curriculum better matched to students' needs as learners could bring improvement in their progress.

Palabras llave : substance; chemical change; particle model; learning progression; Rasch modelling; secondary students; curriculum.

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