On the chemical equilibrium concept: Constrained word associations and conception

Abstract

Abstract The use of the method of constrained word associations to gain knowledge on the conception of the chemical equilibrium concept is reported. The analysis provides information on: A general indication of change in the cognitive structure of students associated with chemical comprehension. The comparison of clusters of concepts at pre‐ and postinstruction indicating the associated concepts. A graphical representation of the links among concepts which resulted from instruction. The results obtained by this technique were similar to those obtained by the method of free sorting of a set of concepts. As the latter was found to correlate with problem‐solving ability, it is argued that the method of constrained word associations is a reliable tool for mapping certain aspects of cognitive structure concerned with understanding.

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