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The use of the method of constrained word associations to gain knowledge on the conception of the chemical equilibrium concept is reported. The analysis provides information on: A general indication of change in the cognitive structure of students associated with chemical comprehension. The comparison of clusters of concepts at pre‐ and postinstruction indicating the associated concepts. A graphical representation of the links among concepts which resulted from instruction. The results obtained by this technique were similar to those obtained by the method of free sorting of a set of concepts. As the latter was found to correlate with problem‐solving ability, it is argued that the method of constrained word associations is a reliable tool for mapping certain aspects of cognitive structure concerned with understanding.
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Gussarsky et al. (1988) studied this question.
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