Semantic mistakes and didactic difficulties in teaching the “amount of substance” concept: a useful model

Pekdağ, Bülent; Azizoğlu, Nursen

doi:10.1039/c2rp20132a

Cited by 23 publications

(27 citation statements)

References 60 publications

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“…Twenty-eight out of 30 describe a mole as being equivalent to the 'Avodgadro number' of entities. Pekdağ and Azizoğlu semantically analyzed 15 chemistry texts with three from the United States, five from France, and seven from Turkey; all were used to teach chemistry at the secondary and university level [73]. This study found similar omissions and mistakes comparable to previous findings where the "amount of substance" was not used, and the definition of the mole was equivalent to or conflated with molar mass, 'Avogadro number', or molar volume.…”

Section: Educational Papers Concerned About the Molesupporting

confidence: 73%

“…Pekdağ and Azizoğlu describe semantic models to help students understand these concepts at the particulate (microscopic), macroscopic, and symbolic levels [73]. The authors suggest that the models could be used as frameworks to guide the development of activities.…”

Section: Educational Papers Concerned About the Molementioning

confidence: 99%

“…Evidence from peer-reviewed research on teacher and student understanding of the mole concept strongly suggests that the current definition is not well understood nor is it well communicated in textbooks [62,[64][65][66][67][68][69][70][71][72][73][74][75][76][77]. The classroom contexts of the research with students and teachers span the globe.…”

Section: Educational Papers Concerned About the Molementioning

confidence: 99%

See 2 more Smart Citations

A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report)

Marquardt

Meija

Mester

et al. 2017

Pure and Applied Chemistry

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Abstract:In the proposed new SI, the kilogram will be redefined in terms of the Planck constant and the mole will be redefined in terms of the Avogadro constant. These redefinitions will have some consequences for measurements in chemistry. The goal of the Mole Project (IUPAC Project Number 2013-048-1-100) was to compile published work related to the definition of the quantity 'amount of substance', its unit the 'mole', and the consequence of these definitions on the unit of the quantity mass, the kilogram. The published work has been reviewed critically with the aim of assembling all possible aspects in order to enable IUPAC to judge the adequateness of the existing definitions or new proposals. Compilation and critical review relies on the broadest spectrum of interested IUPAC members.

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Section: Educational Papers Concerned About the Molesupporting

confidence: 73%

Section: Educational Papers Concerned About the Molementioning

confidence: 99%

Section: Educational Papers Concerned About the Molementioning

confidence: 99%

See 1 more Smart Citation

A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report)

Marquardt

Meija

Mester

et al. 2017

Pure and Applied Chemistry

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“…The issue of teaching and learning the mole concept has been continually investigated and discussed in the past decades. However, it seems that many teachers and students in chemistry are still confused about this topic (De Bièvre, ; Pekdag & Azizoglu, ).…”

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confidence: 99%

Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms

2015

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The amount of substance and its unit the mole is a basic concept in chemistry. However, previous research has shown that teaching and learning the concept are challenging tasks for both teachers and students. The purpose of this study was to pinpoint the problems which emerge in the teaching and learning process, and provide integrated suggestions for classroom instruction. By means of videotaping and interviews, the case studies explored how the mole is presented and conceptualized in two secondary classrooms in two different countries, Australia and Taiwan. Data analysis was based on a concept map and focused on how two key ideas were presented in the lessons and perceived by the students: (1) the definition of the mole, and (2) the concept of molar mass. The findings show that during the lessons on the mole, most of the time was spent on solving stoichiometric problems. Conceptually, the number aspect of the mole, that is, Avogadro's number, was emphasized; the concept of molar mass was introduced without meaningfully connecting it to the concept of relative atomic/molecular mass. Although the students were able to solve relevant problems, they could not coherently explain the relations among the concepts. Two critical components for a conceptual understanding of the mole emerged: (1) the number aspect of the mole needs to be justified by its mass aspect, and (2) the connection between molar mass and relative atomic/molecular mass needs to be explicitly explained. The two components provide one explanation for students' algorithmic learning and their confusion in learning about the mole, and serve as concrete suggestions for improving classroom instruction. The study once again manifested the significance of teaching for conceptual understanding in science education. It also exemplifies how a concept map of a specific scientific concept can also be a useful analytical tool in educational research. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 181–214, 2016.

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“…Estes conceitos alternativos têm sido estudados em muitas áreas do conhecimento (Lee, 2006;Ozgur;Pelitoglu, 2008;Sbaragli;Santi, 2011;Martins, 2012;Pekdag;Azizoglu, 2013;Gericke et al, 2014), dada a importância da transposição didática inadequada na sua disseminação.…”

Section: Transposição Didática: Como Os Conceitos Alternativos Podem unclassified

Conceitos alternativos sobre radicais livres: origens, prevalência e intervenções

Oliveira¹

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2016Autorizo a reprodução e divulgação total ou parcial deste trabalho, por qualquer meio convencional ou eletrônico, para fins de estudo e pesquisa, desde que citada a fonte. Ficha CatalográficaElaborada pela Divisão de Biblioteca e Documentação do Conjunto das Químicas da USP. O l i v e i r a , R o s i r i s S i n d e a u x d e A l e n c a r P i r e s d e O 4 8 c C o n c e i t o s a l t e r n a t i v o s s o b r e r a d i c a i s l i v r e s :o r i g e n s , p r e v a l ê n c i a e i n t e r v e n ç õ e s . / R o s i r i s S i n d e a u x d e A l e n c a r P i r e s d e O l i v e i r a . --S ã o P a u l o , 2 0 1 6 . 2 5 3 p . D isse r t a çã o ( me str a d o) -I nstituto d e Q uí mic a d a Universidade d e S ã o P a u l o . D e p a r t a m e n t o d e B i o q u í m i c a . O r i e n t a d o r : T o r r e s , B a y a r d o B a p t i s t a 1 . B i o q u í m i c a ( e s t u d o e e n s i n o ) 2 . R a d i c a i s l i v r e s I . T . T o r r e s , B a y a r d o B a p t i s t a , o r i e n t a d o r .5 7 4 . 1 9 2 0 7 C D D Página em branco para Folha de Aprovação.Dedico este trabalho àqueles que me apoiaram e apostaram em mim. AgradecimentosAgradeço ao Prof. Bayardo pelo período de aprendizado, acadêmico e não acadêmico, sobretudo este último, e pelo convívio cotidiano sempre muito agradável. Este trabalho teve por objetivos: levantar conceitos alternativos sobre radicais livres na mídia impressa e em livros de Bioquímica; examinar os conceitos alternativos prevalentes em pós-graduandos e em professores de Química e Biologia do Ensino Médio; e, planejar e aplicar intervenção para reduzir a influência destes conceitos. Para o levantamento na mídia impressa, foi selecionada a revista Veja, período de 01/01/2000 a 31/07/2014, e foram criadas as seguintes categorias para classificar o material encontrado: Conceito Alternativo (CA), Informação Indutiva (II), Conceito Indutivo (CI) e Generalização Indevida (GI), formando o grupo dos Conceitos Não Científicos (CNC); Conceito Correto (CC); Conceito Errado (CE); e, não preenche os critérios de inclusão (NPCI). Foram encontrados 294 trechos dos quais: 55,4% CA; 21,1% II; 9,2% CI; 5,4% GI; 4,1% CC; 2,7% CE; 2,0% NPCI; e, 91,2% CNC. Para o levantamento em livros de Bioquímica foram selecionados: Campbell -Bioquímica; Lehninger -Princípios de Bioquímica; Marzzoco e Torres -Bioquímica Básica; StryerBioquímica; e, Voet e Voet -Bioquímica. A maior parte dos conceitos encontrados nos livros foram conceitos corretos, contudo 77,5% dos conceitos encontrados destacavam aspectos negativos sobre radicais livres. Para o levantamento de conceitos alternativos em pós-graduandos e professores foi desenvolvido o Questionário de Radicais Livres (QRL), versões piloto e final, aplicadas, respectivamente, a 14 pós-graduandos matriculados na disciplina de pós-graduação Planejamento e Aplicação de Sequências Didáticas Envolvendo o Conteúdo Radicais Livres e 31 professores matriculados no curso de extensão Radicais Livres e suasInterfaces com a Vida, planejado com o auxílio dos pós-graduandos da ...

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Semantic mistakes and didactic difficulties in teaching the “amount of substance” concept: a useful model

Cited by 23 publications

References 60 publications

A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report)

A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report)

Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms

Conceitos alternativos sobre radicais livres: origens, prevalência e intervenções

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