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dc.contributor.authorTan, Daniel Kim-Chwee-
dc.contributor.authorGoh, Ngoh Khang-
dc.contributor.authorChia, Lian Sai-
dc.contributor.authorTreagust, David F.-
dc.identifier.citationTan, D. K. C., Goh, N. K., Chia, L. S., & Treagust, D. F. (2001). Secondary students' perceptions about learning qualitative analysis in inorganic chemistry. Research in Science & Technological Education, 19(2), 223-234.-
dc.descriptionThis is the final draft, after peer-review, of a manuscript published in Research in Science & Technological Education. The published version is available online at
dc.description.abstractGrade 10 students in Singapore find qualitative analysis one of the more difficult topics in their external examinations. Fifty-one Grade 10 students (15 to 17 years old) from three schools were interviewed to investigate their perceptions about learning qualitative analysis and the aspects of qualitative analysis that they found difficult. The results showed that students found qualitative analysis tedious, difficult to understand and found the practical sessions unrelated to what they learned in class. They also believed that learning qualitative analysis required a great amount of memory work. It is proposed that their difficulties may arise from not knowing explicitly what is required in qualitative analysis, the content of qualitative analysis, the lack of motivation to understand qualitative analysis, cognitive overloading, and the lack of mastery of the required process skills.en
dc.rightsCopyright protected. Permission to publish required.-
dc.titleSecondary students’ perceptions about learning qualitative analysis in inorganic chemistryen
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