Utilizing concept maps to remediate prospective physics and chemistry teachers’ difficulties in inorganic qualitative analysis

Abstract

Inorganic qualitative analysis remaining a difficult topic to learn and to teach influences the learner acquisitions. The study investigates utilizing concept maps to remediate prospective physics and chemistry teachers’ understanding of inorganic qualitative analysis, via a pre-and postintervention test methodology. Data were collected from the tests scores and the content analysis of responses. Results show a significant difference between the achieved scores, and a decrease of percentage responses located in 'incomprehension or unanswered' category. The gain scores are very pronounced for the "reagents and uses" basic (97.2%). This finding supports that the treatment may provide efficiency to remediate participants’ difficulties.