Conceptual integration of chemical equilibrium by prospective physical sciences teachers
2008
This article describes an empirical study concerning the mastering of the chemical equilibrium
concept by prospective physical sciences teachers. The main objective was to check whether the
concept of chemical equilibrium had become an integrating and unifying concept for them, that is
to say an operational and functional knowledge to explain and predict chemical phenomena
involving chemical equilibrium. A quantitative survey was conducted among students from various
teacher training institutes of universities in France. We have tried to evaluate the preferred types of
discourse used by these students for interpreting experimental situations involving chemical
equilibria, to what extent they are aware of the dynamic aspect of the equilibrium state, and to how
far their experimental knowledge has been improved by this concept. The results show that the
concept of chemical equilibrium has not acquired the status of an integrating and unifying concept
for the majority of prospective physical sciences teachers. Few of them master the concept of
chemical equilibrium in a systematic and efficient way. They conceptualize chemical phenomena
involving chemical equilibrium only through the chemical reaction concept. Moreover,
experimental knowledge is partly dissociated from theoretical knowledge.
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