Représentations et conceptions des élèves grecs par rapport au concept d'équilibre chimique / Greek pupils' representations and conceptions about the chemical equilibrium concept

Stavridou, Hélène; Solomonidou, Christine

doi:10.4267/2042/23887

Cited by 14 publications

(3 citation statements)

References 6 publications

(9 reference statements)

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“…Students may have a compartmentalised view of equilibrium (i.e. equilibrium consists of two independent and separate parts rather than one whole system) (Johnstone et al 1977;Furio´& Ortiz 1983;Stavridou & Solomonidou 2000;Chiu et al 2002;Akkus et al 2003). Some of those misunderstandings and difficulties are reinforced in the chemistry classroom.…”

Section: The Introduction Of Chemical Equilibrium In the Classroommentioning

confidence: 99%

From Chemical Forces to Chemical Rates: A Historical/Philosophical Foundation for the Teaching of Chemical Equilibrium

Quílez

2006

Sci & Educ

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With this paper, our main aim is to contribute to the realisation of the chemical reactivity concept, tracing the historical evolution of the concept of chemical affinity that eventually supported the concept of chemical equilibrium. We will concentrate on searching for the theoretical grounds of three key chemical equilibrium ideas: 'incomplete reaction', 'reversibility' and 'dynamics'. In addition, the paper aims to promote teachers' philosophical/ historical chemical knowledge. The starting point of this historical reconstruction will be the state of the art in the construction of the first affinity tables, based on the concept of elective affinities, during the 18th century. Berthollet reworked this idea, considering that the amount of the substances involved in a reaction was a key factor accounting for the chemical forces. Guldberg and Waage attempted to measure those forces, formulating the first affinity mathematical equations. Afterwards, the first ideas providing a molecular interpretation of the macroscopic properties of equilibrium reactions are presented. Eventually, theoretical chemists integrated previous findings into a new field: thermodynamics. This historical approach may serve as a base for an appropriate sequencing of the teaching and learning of chemical equilibrium. Hence, this paper tries to go beyond the simple development of teachers' conceptions of the nature of chemistry, for it gives suggestions about how teachers may translate such understandings into classroom practice.

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Section: The Introduction Of Chemical Equilibrium In the Classroommentioning

confidence: 99%

From Chemical Forces to Chemical Rates: A Historical/Philosophical Foundation for the Teaching of Chemical Equilibrium

Quílez

2006

Sci & Educ

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“…Abundantes trabajos muestran que los estudiantes no comprenden la relación entre las características macroscópicas y microscópicas de la reacción (Garnett et al, 1995;Stavridou y Solomonidou, 2000;Moncaleano et al, 2003). También se constata que una excesiva simplificación de este en los libros de texto puede inducir a errores en su aprendizaje (Pedrosa y Dias, 2000;Quílez, 2006).…”

Section: Dificultades En El Aprendizaje De Las Disoluciones Reguladorasunclassified

Aprendizaje de alumnado de secundaria en una indagación guiada acerca de las disoluciones reguladoras de pH utilizando sensores y equipos de captación automática de datos

Moreno

2012

ensciencias

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RESUMEN: En este trabajo se describe el diseño e implementación de una actividad de indagación guiada, contextualizada en la salud, para enseñar las disoluciones reguladoras de pH a alumnos de bachillerato, y se analiza el aprendizaje de los estudiantes. Para la toma de datos experimentales, los alumnos utilizaron sensores de pH y equipos de captación automática de datos. Los análisis revelan que la mayoría de participantes identificaron los conceptos básicos de la actividad, distinguiéndolos de los menos relevantes, a la par que han sido capaces claramente de dar prioridad a los conceptos trabajados frente al método de obtención de datos. Los resultados obtenidos sugieren que es una buena opción que la primera aproximación al estudio de las disoluciones reguladoras sea cualitativa, antes de abordarlas cuantitativamente. También se ha evidenciado que el manejo y la configuración del equipo con sensores no supone una dificultad añadida para los estudiantes que lo utilizan por primera vez.PALABRAS CLAVE: práctica de química, indagación, experiencias asistidas por ordenador EXAO, disolución tampón o reguladora de pH, enseñanza secundaria y bachillerato.ABSTRACT: The design and implementation of an inquiry based laboratory activity to introduce buffer solutions to high school pupils is presented, and the learning of students is analysed. The context of the activity is human health and in it students use pH sensors and multicomputer based laboratory equipment to obtain data. Analysis of learners' productions reveals that most of the participants have identified the core concepts of the activity and that they have clearly given higher priority to the concepts than to the methodology used to obtain data. The results obtained suggest that it is a good option to introduce buffer solutions to students in a qualitative way, before working them quantitatively. We have observed that to have to use and to configure the sensors equipment does not represent a difficulty for students the first time they do it.

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“…8,9 In addition, students believe that the forward and reverse reactions alternate and exist as distinctly separate events when equilibrium is attained (compartmentalized view of equilibrium) 10,11 or even the reactions are carried out in "distinct compartments". 12,13 Sometimes students believe that the equilibrium concentrations of reactants and products are equal or proportional to the stoichiometric coefficients or fail in predicting the direction to which a system evolves, in order to adapt to changes imposed from outside. 14−17 The task of a high school teacher should be that of helping students to learn the basic concepts of a discipline.…”

mentioning

confidence: 99%

A Teaching Sequence for Learning the Concept of Chemical Equilibrium in Secondary School Education

Ghirardi¹,

Marchetti²,

Pettinari³

et al. 2013

J. Chem. Educ.

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Représentations et conceptions des élèves grecs par rapport au concept d'équilibre chimique / Greek pupils' representations and conceptions about the chemical equilibrium concept

Abstract: Résumé Le but de cette recherche était la détection et l'étude des représentations, des conceptions et des difficultés d'apprentissage des élèves grecs à propos

Cited by 14 publications

References 6 publications

From Chemical Forces to Chemical Rates: A Historical/Philosophical Foundation for the Teaching of Chemical Equilibrium

From Chemical Forces to Chemical Rates: A Historical/Philosophical Foundation for the Teaching of Chemical Equilibrium

Aprendizaje de alumnado de secundaria en una indagación guiada acerca de las disoluciones reguladoras de pH utilizando sensores y equipos de captación automática de datos

A Teaching Sequence for Learning the Concept of Chemical Equilibrium in Secondary School Education

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