期刊名称：International Journal of African & African- American Studies
出版年度：2009
卷号：7
期号：1
语种：English
出版社：International Journal of African & African- American Studies
摘要：Normal 0 false false false MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} This study was designed to analyse the difficulties and misconceptions of students in inorganic chemistry. This was done by making use of Ashmore, Casey and Frazer (1979) stages of solving problems in chemistry. The sample comprised of three hundred and twenty (320) Senior Secondary III (SS3) students randomly selected from eight secondary schools in Ibadan, Oyo State, Nigeria. The subjects were made up of one hundred and sixty (160) males and one hundred and sixty (160) females. The instrument used was a Test to Identify Students’ Misconceptions (TISM) in inorganic chemistry. The results showed that more females than males had difficulties and held misconceptions in inorganic chemistry. The implications of this was discussed and recommendations given.
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