Using Activity Worksheets to Remediate Pre-Service Teachers’ Alternative Conceptions about Word Equations

Abstract

This study describes the use of worksheet activities based on alternative concepts from a two-tiered diagnostic assessment on chemical phenomena to remediate 37 first year non-major chemistry pre-service teachers’ alternative conceptions about word chemical equations. The instruments for data collection were tiered assessments and group learning conversations. The action research approach employed both qualitative and quantitative methods. Weaknesses in trainees’ reasoning patterns were identified and remediated. A paired sample t-test showed significant differences in participants’ conceptions before and after using the worksheets while the transcribed, analysed, and interpreted group learning conversation results corroborated the quantitative results. Implications for developing and using engaging and appropriate teaching strategies are offered.