Detecting changes with learning in the organization of knowledge: Use of word association tests to follow the learning of collision theory

Pre‐ and post‐word association and achievement tests were administered to relate concept growth with classroom learning. In the secondary school chemistry topic of reaction kinetics no conceptual differences were detected in the pre‐tests between high and low achievers in the achievement tests. In the post‐test the low achievers showed virtually no conceptual changes whereas the high achievers showed clearly relevant conceptual growth and structuring. The key concept collision integrated the concept structure of the high achievers, not appearing at all for the low achievers. The results show the potential of word association tests for use by teachers to follow the learning of concepts during science teaching.

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