Analysis of Connecting Errors by Students' Field Independence-Dependence in Learning Chernistry Concepts with Multiple External Representations

Abstract

This study investigated connecting errors by students' field

independence-dependence in learning chemistry concepts with multiple external

representations in current science textbooks. Seventh graders CN=l96) at a middle

school were assigned to the BL and CL groups, which were respectively taught

about "Boyle's Law" and "Charles's Law". A field independence-dependence test

was administered. After learning the target concept with text and picture

emphasizing the particulate nature of matter, a connecting test was also

administered. Five types of connecting errors were identified: Insufficient

connection, misconnection, rash connection, impossible connection, and failing to

connect. 'Failing to connect', 'Misconnection', and 'Rash connection' were found to

be the frequent types of connecting errors regardless of the target concepts. The

frequencies and percentages of the types of connecting errors were not significantly

different between the field independent and field dependent students. Educational

implications of these findings are discussed.