Breaking the Chains that Prevent Student Comprehension: Exhuming and Rectifying Common Chemistry Misconceptions through Music

Abstract

Regardless of how students construct alternative conceptions (or misconceptions) within the subject of chemistry, they serve as significant barriers to scaffolding of proper knowledge. Just as any structure must be built upon a solid foundation, student knowledge must be constructed upon an underpinning of core facts and concepts. Unfortunately, when these facts and concepts are false due to some misunderstanding, proper scaffolding of knowledge ceases. Traditional methods, such as “conceptual change texts” and “computer animations” have been shown to be effective in fostering conceptual change in students. One area in which research is limited is in the use of music, in both addressing student misconceptions, as well as, fostering conceptual change in students. This paper will examine the complexities that students experience when learning chemistry and the historical context of misconceptions. It will discuss the notion of conceptual change, how research has shown it can be achieved, and propose the innovative use of music as a means of promoting it. Relevant theories to addressing and correcting misconceptions in the classroom (e.g. metacognition, the 5E learning model, argumentation, and active learning) are also discussed.