2023
DOI: 10.1021/acs.jchemed.2c01252
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Epistemological Lessons from Inconsistencies in Teachers’ Errors Related to Use of the Mole Ratio in Stoichiometry Calculations: A Cue for Professional Development

Abstract: Presenters’ pedagogical choices are strongly affected by whether they view knowledge as coherent or fragmented. This mixed-methods survey study seeks to contribute to epistemological discussions and associated pedagogical suggestions in the context of mole ratio related mistakes evident in stoichiometry calculations performed by in-service teachers in a developing world country. Physical sciences teachers in South Africa were asked to solve four stoichiometry calculation questions, and their written solutions … Show more

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