When the left doesn't match the right:Using eye-tracking to map students' progress when balancing chemical equations
Abstract
This study examines the proficiency of pre-service chemistry teachers in balancing chemical formulas. Initially, students' fundamental chemistry knowledge and calculation skills were assessed through pre-tests.
Subsequently, an eye-tracking study was conducted involving 11 selected students. The results indicate that students often approach chemical equations as a separate subject, neglecting their sub-microscopic meaning.
Balancing equations does not necessarily equate to comprehension. To improve this, sub-microscopic representations should be emphasized in upper-secondary and university levels.
Furthermore, early attention to chemistry calculations is essential for future studies. Pre-service teachers must be educated on the importance of integrating symbolic and sub-microscopic representations.
