Grade 12 learners’ misconceptions associated with the rate of chemical reaction: a case study of Capricorn south district in the Limpopo province.

Abstract

This study examined Grade 12 learners‟ misconceptions associated with the rate of chemical reaction at schools located in Capricorn South District in the Limpopo Province. Learner performance in Physical Sciences remains a critical area of concern for various key stakeholders with vested interest in education within the broader South African context. There is a critical need to develop meaningful conceptual understanding of Physical Sciences topics in particular to ensure sustainable development of scientific literacy and coherent inculcation of requisite scientific skills. Reaction rate is a fundamental chemistry part which forms a basis for comprehension of subsequent chemistry areas. A Reaction Rate Concept Test was developed in the form of a questionnaire and administered to a group of physical sciences learners, to collect data and statistically analyzed. This study was based on conceptual change approach as the strategy which will be used in the teaching and learning contexts to minimize or eliminate misconceptions (alternative conceptions) held by most learners at high school level. The results showed that only few (about 34%) of the learners mastered certain concepts while the majority (about 66%) of the learners struggled to deal with the same concepts. This means that most learners do not understand the effect of factors affecting the reaction rate. There were serious misconceptions from the learners that have a significant impact on their academic performance. These misconceptions shown to have a high resistance to change, and the teachers should always guard against and be vigilant enough to deal with them as soon as they emerge.