A Historical Approach to the Development of Chemical Equilibrium Through the Evolution of the Affinity Concept: Some Educational Suggestions

Quílez, Juan

doi:10.1039/b3rp90031b

Cited by 16 publications

(19 citation statements)

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“…A plethora of publications related to the didactics of chemical equilibrium have emerged in the last decades as a consequence of several reasons including: misconceptions, lack of understanding, overlapping of the macroscopic and microscopic representation levels that usually occur in teaching [1][2][3][4][5][6][7][8], and its abstract nature [9,10]. Furthermore, chemical equilibrium is considered as a complex and counterintuitive concept, and its learning is compromised by common alternative conceptions [11], as well as the large number of subordinate concepts [12,13].…”

Section: Didactics Of Chemical Equilibriummentioning

confidence: 99%

“…Several strategies have been proposed to facilitate the learning of chemical equilibrium. Amongst them, the need for a methodological change about how to teach it [23,24], a comprehensive analysis of misconceptions [10,19,25,26], and the identification of the persistence of errors [9,27], can be mentioned. Nonetheless, the elaboration of instructional materials for teaching this topic has been considered by some researchers, although few innovations in terms of teaching methodologies and classrooms dynamics have been consolidated [22,28].…”

Section: Didactics Of Chemical Equilibriummentioning

confidence: 99%

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Assessment: A Suggested Strategy for Learning Chemical Equilibrium

Bernal-Ballén

Ladino-Ospina

2019

Education Sciences

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Chemical equilibrium is listed as one of the most complicated concepts to learn, and the origin of this phenomenon is attributed to misconceptions, teaching-related problems, and the use of inappropriate didactic approaches. At the same time, assessment is a crucial fragment of educational activities although its relevance as a learning strategy is underestimated. For that reason, we designed and applied unique assessment approaches related to chemical equilibrium to 33 high school students at Colegio Mayor de San Bartolome (Bogotá, Colombia). The results suggested that assessment instruments focused on the identified misconceptions might reduce the impact (of the misconceptions), and students were able to build concepts related to chemical equilibrium whilst they were being assessed. Problems associated with forward and reverse reactions, differences between initial and equilibrium concentrations, and the indiscriminate use of Le Chatelier’s principle were approached by students and significant improvement was achieved through the assessment. Changes associated with assessment perceptions were accomplished and the proposed strategy suggests that it is plausible to learn during the assessment moment.

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Section: Didactics Of Chemical Equilibriummentioning

confidence: 99%

Section: Didactics Of Chemical Equilibriummentioning

confidence: 99%

Assessment: A Suggested Strategy for Learning Chemical Equilibrium

Bernal-Ballén

Ladino-Ospina

2019

Education Sciences

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“…La existencia del mismo tipo de errores conceptuales tanto en libros de texto como en algunos planteamientos didácticos de profesores revela que el problema del aprendizaje del equilibrio químico es más complejo de lo que indican las difi cultades que manifi estan los alumnos (Van Driel y Gräber, 2002). Por tanto, un análisis epistemológico en profundidad de esta importante parte de la química (Quílez, 1995(Quílez, , 2004a) y el análisis de los prerrequisitos necesarios y del conocimiento de las difi cultades de aprendizaje puede ayudar al profesorado a tomar las decisiones pedagógicas más idóneas en orden a no transmitir, evitar e intentar superar los errores conceptuales que señala la bibliografía (Quílez, 1997b(Quílez, , 1998b(Quílez, , 2002a(Quílez, , 2002b. En este sentido, el profesor debe cuestionarse cómo enseña y qué es lo que evalúa, lo cual puede facilitarle un cambio instruccional que intente mejorar los problemas encontrados.…”

Section: Camino Alternativounclassified

“…Driel yGräber, 2002;Raviolo y Martínez, 2003;Quílez, 2004a) han clasifi cado los aspectos más problemáticos de enseñanza-aprendizaje de este tema. Dentro de esta clasifi cación, las difi cultades que corresponden al entendimiento, correcta aplicación y rango de utilización del principio de Le Chatelier ocupan un lugar destacado(Quílez, 1995(Quílez, , 1998a(Quílez, , 1998b.…”

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Análisis de problemas de selectividad de equilibrio químico : errores y dificultades correspondientes a libros de texto, alumnos y profesores

Quílez¹

2007

ensciencias

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Resumen. Se analizan cuatro problemas de selectividad de equilibrio químico. Este análisis concluye que la resolución de problemas de este tema se basa en una metodología de enseñanza que propicia un aprendizaje memorístico, no signifi cativo. Los profesores pueden estar transmitiendo, e incluso reforzando, algunos de los errores detectados. Las reglas de Le Chatelier se utilizaron de forma casi exclusiva a la hora de predecir los desplazamientos de los equilibrios químicos. Cambios de concentración causados por variación del volumen se asociaron principalmente con las variaciones de masa resultantes del correspondiente desplazamiento. Errores de comprensión del comportamiento de los gases fueron obstáculos a la hora de predecir cambios de presión parcial. Finalmente, el principio de Le Chatelier se utiliza de forma muy extendida más allá de su rango de aplicabilidad.Palabras clave. Selectividad, principio de Le Chatelier, cambios de presión parcial/concentración, variación de cantidades iniciales, control de variables. Analysis of chemical equilibrium problems from exams to access university: Misconceptions and diffi culties held by chemistry textbooks, students and teachersSummary. Four chemical equilibrium problems are analysed. This analysis concludes that problem solving relies on a particular teaching methodology which promotes rote learning recall and meaningless learning. Teachers may be transmitting some misunderstandings and even they would reinforce some persistent misconceptions. Le Chatelier's qualitative statements were the main and almost exclusively conceptual tools used to predict equilibrium shifts. Changes in concentration caused by a variation in the volume of the equilibrium vessel were mainly associated with equilibrium shift mass changes. Gas behaviour misunderstandings were one of the most important obstacles when coping with changes in partial pressure due to changes in both mass and volume. Finally, it is reported that Le Chatelier's principle is widely used beyond its range of applicability.Keywords. Chemistry exams to access university, Le Chatelier's principle, changes in concentration/partial pressure, variation in the initial amounts, control of the variables involved.

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“…1850"den önce kimyasal bir sistem dengede olduğunda tüm reaksiyonun durduğu düşünülmektedir (Quilez, 2007). Daha sonra Williamson (1850) ve Pfaundler (1867), dengenin dinamik yönüne işaret eden görüşler ortaya koymuşlardır (Quilez, 2004b(Quilez, , 2007. O dönemde van"t Hoff"un fikirleri de statikten çok dinamiğe dayanmaktadır.…”

Section: Introductionunclassified

Le Chatelier Prensibi: Öğretimsel Kolaylık mı? Zorluk mu?

Temel¹

2021

Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi

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Misconceptions are among the main topics of interest in chemistry education. One of the points emphasized while analyzing the causes of misconceptions is epistemological difficulties. The point analyzed here pertains to the difficulties caused by the nature of concepts or their misconceptions. However, the concept itself can sometimes be the source of misconception due to its ambiguities which in turn leads to hesitation of whether that concept should be taught or not. In this study, Le Chatelier"s principleincluded in the chemical equilibrium topic-will be illustrated as an example for such a situation. In this respect, the ambiguities and criticisms conducted upon this principle along with the reasons and recommendations have been analyzed altogether.

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A Historical Approach to the Development of Chemical Equilibrium Through the Evolution of the Affinity Concept: Some Educational Suggestions

Abstract: THE PRACTICE OF CHEMISTRY EDUCATION (PAPER)Concept teaching and learning/ History and philosophy of science (HPS)

Cited by 16 publications

References 77 publications

Assessment: A Suggested Strategy for Learning Chemical Equilibrium

Assessment: A Suggested Strategy for Learning Chemical Equilibrium

Análisis de problemas de selectividad de equilibrio químico : errores y dificultades correspondientes a libros de texto, alumnos y profesores

Le Chatelier Prensibi: Öğretimsel Kolaylık mı? Zorluk mu?

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