Atome, acides-bases, équilibre

Cros, Danièle; Fayol, Michel; Maurin, M.; Chastrette, M.; Amouroux, R.; Leber, Jacques

doi:10.3406/rfp.1984.1566

Cited by 7 publications

(3 citation statements)

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“…However, this seemingly straightforward topic on acids and bases has posed many problems to students of various backgrounds. From as early as several decades ago the topic on acids and bases has been reported to be difficult for high school science students (Burns, 1982) who have as a result held several alternative conceptions about acids and bases (Cros et al, 1986;Hand & Treagust, 1991;Nakhleh & Krajick, 1993). Even until recently, several studies have been documented that refer to alternative conceptions about acids and bases that are held by students and teachers alike (Artdej et al, 2010;Chiu, 2004Chiu, , 2007Kala, Yaman & Ayas, 2013;Sheppard, 2006;Drechsler & Van Driel, 2008, 2009.…”

Section: Hcl(aq)  H +mentioning

confidence: 99%

Impact of 21st-Century Collaboration on Pre-Service Science Teachers’ Understandings of Acid-Base Concepts in Selected Science Colleges of Education in Ghana

Kemetse

Darkwa²,

Akpanglo-Nartey³

2020

JSE

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This study investigated the impact of 21st-century collaboration on pre-service teachers’ comprehension of acid-base concepts in selected science colleges of education in the Volta Region of Ghana. A pre-test/post-test quasi-experimental design with a non-equivalent control group was used in this study. The Acids-Bases Chemistry Achievement Test (ABCAT) was adapted from Damanhuri, Treagust, Won, and Chandrasegaran, (2016) to evaluate the extent to which pre-service science teachers in Ghanaian science colleges of education achieved the intended curriculum on acid-base concepts, specifically, concentration in mol/dm3 or g/dm3, properties of acids and bases, pH, pOH, neutralisation reaction and titrimetry. A sample of 52 second year pre-service science teachers from two intact science colleges of education was conveniently selected to participate in the study. An ABCAT comprising 19 items made up of 10 multiple-choice items and nine two-tier multiple-choice items was administered to pre-service science teachers as pre-test and post-test. Students taught with the 21st-century collaboration performed better than those taught using the Lecture method (LM) concerning acid-base conception when one-way between-group analysis of covariance (ANCOVA) and post hoc analysis with a Bonferroni adjustment was conducted on ABCAT. The results suggest that 21st-century collaboration facilitated the conceptual understandings of pre-service teachers in the experimental group.

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Section: Hcl(aq)  H +mentioning

confidence: 99%

Impact of 21st-Century Collaboration on Pre-Service Science Teachers’ Understandings of Acid-Base Concepts in Selected Science Colleges of Education in Ghana

Kemetse

Darkwa²,

Akpanglo-Nartey³

2020

JSE

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“…Vu le caractère théorique et traditionnel de l'enseignement de la chimie en Grèce et étant donné que les élèves travaillent surtout au niveau symbolique, nous avons fait une première hypothèse, suivant laquelle il est fort probable que les élèves grecs aient des difficultés de compréhension et de représentation des systèmes de substances (surtout gazeuses) en équilibre chimique, tant au niveau empirique qu'au niveau moléculaire. L'étude des conceptions des élèves par rapport au concept de vitesse de réaction a révélé la difficulté des élèves à saisir l'aspect dynamique sous-jacent à l'équilibre chimique (Cros et al, 1984 ;Garnett et al, 1995 Bien que le déplacement de l'équilibre puisse être décrit par la loi d'action de masse, certains élèves, pourfaire des prévisions concernant le déplacement de l'équilibre, utilisent plutôt la loi de Le Chatelier. Mais l'application de cette loi par des enseignants n'est pas non plus sans problèmes (Quilez-Pardo & Solaz-Portolés, 1995 ;Garnett et al, 1995).…”

Section: Résumé Le But De Cette Recherche éTait La Détection Et L'étuunclassified

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

Stavridou¹,

Solomonidou²

2000

didas

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“…Several studies reported that the students have a static conception of the equilibrium state (Cros et al, 1984;Maskill and Cachapuz, 1989;Gussarsky and Gorodetzky, 1990;Chiu et al, 2002). Many studies concern shifts of equilibrium, namely, how to determine if and in what direction a chemical system may change after the equilibrium state has been disturbed (see, for example, Hackling and Garnett, 1985;Banerjee, 1991;Hamed et al, 1993;Tyson et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

Different models used to interpret chemical changes: analysis of a curriculum and its impact on French students' reasoning

Kermen¹,

Méheut²

2009

Chem. Educ. Res. Pract.

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We present an analysis of the new French curriculum on chemical changes describing the underlying models and highlighting their relations to the empirical level. The authors of the curriculum introduced a distinction between the chemical change of a chemical system and the chemical reactions that account for it. We specify the different roles of the three identified models: a thermodynamic one based on the reaction quotient and the equilibrium constant, a kinetic macroscopic one based on the rates of the opposing reactions, and a kinetic microscopic one. According to our analysis, interpreting the end-point of an incomplete chemical change should offer an opportunity to use the three identified models. We have investigated the reason(s) the students (grade 12) gave to explain why a chemical change remains incomplete, and whether they used one explanatory model more than another. The two macroscopic models were not used by a majority of students, and no student referred to the microscopic kinetic model. A rather high proportion of students held static conceptions of the equilibrium state. These results are discussed.

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Atome, acides-bases, équilibre

Cited by 7 publications

References 0 publications

Impact of 21st-Century Collaboration on Pre-Service Science Teachers’ Understandings of Acid-Base Concepts in Selected Science Colleges of Education in Ghana

Impact of 21st-Century Collaboration on Pre-Service Science Teachers’ Understandings of Acid-Base Concepts in Selected Science Colleges of Education in Ghana

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

Different models used to interpret chemical changes: analysis of a curriculum and its impact on French students' reasoning

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