Misconceptions of chemical equilibrium

Hackling, Mark; Garnett, Patrick J.

doi:10.1080/0140528850070211

Cited by 152 publications

(175 citation statements)

References 5 publications

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“…We have chosen not to pay special attention to mathematical schemata in this work. On the basis of our analysis, as well as of previous work on this topic (Hackling & Garnett, 1985;Niaz, 1995a), we have arrived at the following schemata of molecular equilibrium:…”

Section: Logical Schemata and M-demand In Molecular-equilibrium Problemsmentioning

confidence: 99%

Molecular-equilibrium problems: Manipulation of logical structure and of M-demand, and their effect on student performance

1998

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Molecular‐equilibrium (chemical‐equilibrium) problems are among the most important, and at the same time most complex and difficult general chemistry problems. In this work, we examine the effect on student performance of the manipulation of the logical structure as well as of the M‐demand of these problems. In addition, we study the relationship between student performance on the problems and a number of cognitive variables, viz., developmental level, working memory capacity, functional M‐capacity and disembedding ability of students. In addition, we test the validity of the Johnstone–El‐Banna model. Nine problems of varying number of operative schemata, as well as of varying number of M‐demand, were used. The number of schemata varied from a minimum of two, to a maximum of four, while within each logical schema we had specific mental demand (M‐demand), varying from four to six. As basic molecular‐equilibrium schemata in these problems, we considered the following: (1) the process of establishment of chemical equilibrium; (2) the condition of chemical equilibrium; (3) the case of gaseous systems, with use of partial and total pressures as well as of Kp; and (4) the disturbance of equilibrium and the establishment of a new equilibrium. The correlation between student performance in the schemata and the steps of the problem solutions is low when the number of schemata is low, but high when this number is high. Of the cognitive factors studied, developmental level plays the most important role, especially as the logical structure of the problem increases. The other three cognitive variables also have an effect, with working memory capacity leading. The findings are mainly attributed to the fact that the prob‐lems were rather algorithmic exercises for the students, because of familiarity and training. © 1998 John Wiley & Sons, Inc. Sci Ed 82:437–454, 1998.

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Section: Logical Schemata and M-demand In Molecular-equilibrium Problemsmentioning

confidence: 99%

Molecular-equilibrium problems: Manipulation of logical structure and of M-demand, and their effect on student performance

1998

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“…Research on students' conceptions about matter (Andersson, 1990;Stavy, 1991;Taber, 1998), substances (Solomonidou & Stavridou, 2000), particles , stoichiometry (Huddle & Pillay, 1996;Tingle & Good, 1990), and chemical equilibrium (Hackling & Garnett, 1984;Wilson, 1994) will not be discussed in detail. Rather, our review will center on students' difficulties comprehending, interpreting, translating, and transforming visual representations in chemistry.…”

Section: To What Extent Do Conceptual Errors In Chemistry Arise From mentioning

confidence: 99%

Exploring visuospatial thinking in chemistry learning

2004

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ABSTRACT:In this article, we examine the role of visuospatial cognition in chemistry learning. We review three related kinds of literature: correlational studies of spatial abilities and chemistry learning, students' conceptual errors and difficulties understanding visual representations, and visualization tools that have been designed to help overcome these limitations. On the basis of our review, we conclude that visuospatial abilities and more general reasoning skills are relevant to chemistry learning, some of students' conceptual errors in chemistry are due to difficulties in operating on the internal and external visuospatial representations, and some visualization tools have been effective in helping students overcome the kinds of conceptual errors that may arise through difficulties in using visuospatial representations. To help students understand chemistry concepts and develop representational skills through supporting their visuospatial thinking, we suggest five principles for designing chemistry visualization tools: (1) providing multiple representations and descriptions, (2) making linked referential connections visible, (3) presenting the dynamic and interactive nature of chemistry, (4) promoting the transformation between 2D and 3D, and (5) reducing cognitive load by making information explicit and integrating information for students.

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“…the rate of the forward reaction increases with time from mixing reactants until equilibrium is established (Hackling & Garnett, 1985); 2. at equilibrium, if conditions are changed, the rate of the favored reaction can be increased while the rate of the other reaction decreases (i.e., the left-hand side of the reaction operates independently from the right-hand side (Hackling & Garnett, 1985); 3.…”

Section: Student Misconceptions In Chemical Equilibriummentioning

confidence: 99%

“…A review of the literature reveals that there are four topics within the domain of chemistry that give learners most difficulty: Chemical equilibrium, the mole, reaction stoichiometry, and oxidation-reduction (Hackling & Garnett, 1985). Of these, chemical equilibrium is rated as the most difficult concept for students to comprehend (Wheeler & Kass, 1978).…”

Section: Introductionmentioning

confidence: 99%

An in-depth study of misconceptions in stoichiometry and chemical equilibrium at a South African university

Huddle

Pillay

1996

J. Res. Sci. Teach.

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An investigation into the attempts of Chemistry I students at the University of the Witwatersrand, Johannesburg, South Africa, to answer questions in an examination involving stoichiometry and chemical equilibrium revealed that the majority of the students do not fully understand either concept. These results are in line with studies carried out in other countries and it seems that the main difficulty with these topics is that they are highly abstract and first taught to students before they have reached the stage of formal operational thought. Concrete examples (not open to misinterpretation) need to be used when these topics are first introduced to students, and cooperative learning in small groups should be encouraged to give students an opportunity to identify and remediate their misconceptions in a nonthreatening environment.

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Misconceptions of chemical equilibrium

Cited by 152 publications

References 5 publications

Molecular-equilibrium problems: Manipulation of logical structure and of M-demand, and their effect on student performance

Molecular-equilibrium problems: Manipulation of logical structure and of M-demand, and their effect on student performance

Exploring visuospatial thinking in chemistry learning

An in-depth study of misconceptions in stoichiometry and chemical equilibrium at a South African university

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