First-year university students’ understanding of chemical equilibrium

Aini, Faizah Qurrata; Fitriza, Zonalia; Gazali, Fauzana; Mawardi, Mawardi

doi:10.1088/1742-6596/1280/3/032018

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…For example, prior to the implementation of this activity, it is important that instructors introduce students to the idea of multistep equilibria. Research on students’ ideas about chemistry equilibrium has shown that students believe that (1) the forward and reverse reactions alternate and are distinct events and (2) equilibrium reactions go to completion before the reverse reaction begins. − By introducing students to these types of multistep reactions, we could potentially reduce the level of complexity associated with multistep equilibrium reactions and focus on the dynamic and reversible nature of the reaction being presented.…”

Section: Student Work and Discussionmentioning

confidence: 99%

Impact of Ocean Acidification on Shelled Organisms: Supporting Integration of Chemistry and Biology Knowledge through Multidisciplinary Activities

et al. 2022

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Students often experience difficulty in connecting knowledge from different college courses to solve complex problems such as ocean acidification, a pressing concern within the ongoing climate crisis. Here, we introduce a multidisciplinary activity in which students use their chemistry knowledge of change and stability in chemical systems through Le Chatelier’s principle and equilibrium of coupled reactions to explain the biological phenomenon of how changes in CO2 concentrations can impact shelled organisms and ecosystems more broadly in the ocean. In this activity, we build on prior literature and emphasize Three-Dimensional Learning (3DL) to support students in developing a deeper understanding of this complex problem. This Ocean Acidification activity asks students to explain (1) the relationship between CO2 concentration and ocean pH and (2) how and why changes in ocean pH could weaken shelled organisms. Among 136 students in a second-semester general chemistry course at a large institution, 93% were able to correctly predict the relationship between CO2 and pH (chemistry-biology connection). Additionally, 43% of the students were able to then further apply this knowledge correctly to explain an unfamiliar situation in which the decreased pH could lead to less available carbonate ion for the shells (biological phenomenon). This result highlights that while some students were able to correctly explain the biological phenomenon and make meaningful connections, others would require additional in-class scaffolding and student-instructor interaction to be able to integrate their knowledge to explain this unfamiliar complex biological phenomenon. Implications for teaching and future implementations are also discussed.

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Section: Student Work and Discussionmentioning

confidence: 99%

Impact of Ocean Acidification on Shelled Organisms: Supporting Integration of Chemistry and Biology Knowledge through Multidisciplinary Activities

et al. 2022

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“…A temática equilíbrio químico, no contexto da sala de aula apresenta uma elevada riqueza conceitual como consequência da articulação com diferentes conceitos químicos, dos quais podemos citar: reações químicas, estequiometria, reversibilidade reacional, noções cinéticas e termodinâmicas (SILVA; AMARAL, 2017;AINI et al, 2018;SATRIANA et al, 2018;MATEUS;FERREIRA, 2021). Somado a isso, a aplicação dos princípios do conceito também é diversificada, podendo ou não estar relacionada à aspectos mais próximos do cotidiano do sujeito.…”

Section: Introductionunclassified

“…São eles: I) a associação de equilíbrio a um estado estático; II) a concentração de reagentes e produtos iguais; III) sistema como um processo reversível, mas não simultâneo; IV) a compartimentalização do sistema; e, por fim, V) a aplicação automática e indiscriminada do princípio de Le Chatelier (AINI et al, 2018;JÚNIOR;SILVA, 2009;ANDRADE;IZAIAS, 2016;VETERE;CAPPANNINI;ESPÍNDOLA, 2017). Parece ser consensual que tais concepções alternativas são derivadas das experiências cotidianas dos discentes relacionada à ideia geral de equilíbrio, que tendem a estar associada às ideias de estabilidade, igualdade e estaticidade (balança, equilibrar em cordas etc.…”

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Identificação das zonas do perfil conceitual de equilíbrio químico de licenciandos em química

Mateus¹,

Moretti²,

Ferreira³

2021

CECi

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No presente trabalho nosso objetivo foi investigar as zonas do perfil conceitual de equilíbrio químico de um grupo de licenciandos em Química e suas possíveis relações com o processo de formação desses futuros professores, de modo a construir reflexões importantes para (re)pensarmos o processo de aprendizagem e compreensão do conceito na formação inicial. Para isso, por meio do uso de entrevista semiestruturada, categorizamos as manifestações dos discentes em categorias de equilíbrio químico constituintes de quatro zonas diferentes de equilíbrio (zona intuitiva, estática, cinética e energética), segundo a literatura. Da análise dos dados obtidos, observamos que as zonas mais desenvolvidas sobre equilíbrio químico dos licenciandos investigados estão associadas as ideias mais simplistas e menos complexas. Isso pode ser consequência, dentre outros fatores: da falta de problematização e consideração dos modos de pensar e explicar o equilíbrio durante a formação inicial, da não articulação e discussões qualitativas envolvendo os três níveis representacionais da química e da falta de consciência das diferenças ontológicas, axiológicas e epistemológicas de pensar e falar sobre o equilíbrio químico, que devem ser aplicadas em determinados contextos.

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Influence of National Senior Certificate Examinations on classroom practice: Experienced teachers’ pedagogical choices in teaching chemical equilibrium

Kolobe

Hobden

2022

SAJE

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Learners who pass the South African National Senior Certificate (NSC) physical sciences examination generally show a weak conceptual understanding of chemistry at university. This inconsistency was investigated by examining strategies used in the teaching of chemical equilibrium in schools. A combination of on-site observations, journaling and teacher interviews was used in a survey of 4 teachers in 3 well-resourced schools whose learners regularly achieve good results in the subject. In this article we argue that, whereas the study reported on here revealed a high degree of consistency in basic concept teaching approaches calculated to help learners pass the NSC examination, focus on the examination comes at the expense of in-depth exploration of concepts. We found that Grade 12 chemistry teachers value learners’ success in the NSC examination more than their understanding of concepts and ability to use those concepts beyond the examination. Reasons for, as well as consequences of this strategic choice were identified and are discussed.

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First-year university students’ understanding of chemical equilibrium

Cited by 3 publications

References 10 publications

Impact of Ocean Acidification on Shelled Organisms: Supporting Integration of Chemistry and Biology Knowledge through Multidisciplinary Activities

Impact of Ocean Acidification on Shelled Organisms: Supporting Integration of Chemistry and Biology Knowledge through Multidisciplinary Activities

Identificação das zonas do perfil conceitual de equilíbrio químico de licenciandos em química

Influence of National Senior Certificate Examinations on classroom practice: Experienced teachers’ pedagogical choices in teaching chemical equilibrium

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