Abstract A questionnaire survey on knowledge related to significant figures was conducted among 60 teachers engaged in Analytical Chemistry instruction and 112 normal university students and 297 non-normal university students who had completed the Analytical Chemistry course in selected higher education institutions across 25 provinces,municipalities,and autonomous regions in China.The results indicate that:(1) The concept of significant figures remains ambiguous among teachers and students,where significant figures may be interpreted as either numerical values or digits;(2) The majority of respondents erroneously consider some textbook rules(already proven incorrect) to be valid;(3) Divergence exists in teachers’ and students’ understanding of the number of significant figures in measured values and their interpretations of special regulations related to significant figures;(4) Textbooks have a decisive influence on constructing teachers’ and students’ knowledge systems of significant figures.The above findings reveal the knowledge system of significant figures understood by both teachers and students exhibits significant issues,which is closely related to erroneous content regarding significant figures in Analytical Chemistry textbooks,reflecting the perpetuation of incorrect knowledge from teaching materials.It is therefore recommended to systematically review and revise the knowledge framework of significant figures in Analytical Chemistry textbooks,accompanied by simultaneous promotion of professional training for relevant instructors.
ZHANG Kai-Ming, HUANG Sheng-Tian, LIU Qiang-Qiang, ZHONG Jun-Bo, ZHENG Xing-Wen. Research on the Current State of Significant Figures Perception Among University Teachers and Students[J]. Chinese Journal of Chemical Education, 2025, 46(20): 106-115.
