Redefining the mole: the perspective of teaching and learning

Fang, Su Chi; Hart, Christina; Clarke, David

doi:10.1007/s00769-014-1102-3

Cited by 4 publications

(2 citation statements)

References 13 publications

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“…Evidence from peer-reviewed research on teacher and student understanding of the mole concept strongly suggests that the current definition is not well understood nor is it well communicated in textbooks [62,[64][65][66][67][68][69][70][71][72][73][74][75][76][77]. The classroom contexts of the research with students and teachers span the globe.…”

Section: Educational Papers Concerned About the Molementioning

confidence: 99%

A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report)

Marquardt

Meija

Mester

et al. 2017

Pure and Applied Chemistry

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Abstract:In the proposed new SI, the kilogram will be redefined in terms of the Planck constant and the mole will be redefined in terms of the Avogadro constant. These redefinitions will have some consequences for measurements in chemistry. The goal of the Mole Project (IUPAC Project Number 2013-048-1-100) was to compile published work related to the definition of the quantity 'amount of substance', its unit the 'mole', and the consequence of these definitions on the unit of the quantity mass, the kilogram. The published work has been reviewed critically with the aim of assembling all possible aspects in order to enable IUPAC to judge the adequateness of the existing definitions or new proposals. Compilation and critical review relies on the broadest spectrum of interested IUPAC members.

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Section: Educational Papers Concerned About the Molementioning

confidence: 99%

A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report)

Marquardt

Meija

Mester

et al. 2017

Pure and Applied Chemistry

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“…From the review of the literature, one problem consistently shown in the studies was that there were discrepancies in how the mole was perceived between the educational and scientific domains (Fang et al, 2015). Most studies simply suggested that the mole should be taught and learned according to its scientific definition.…”

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confidence: 99%

Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms

2015

Self Cite

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The amount of substance and its unit the mole is a basic concept in chemistry. However, previous research has shown that teaching and learning the concept are challenging tasks for both teachers and students. The purpose of this study was to pinpoint the problems which emerge in the teaching and learning process, and provide integrated suggestions for classroom instruction. By means of videotaping and interviews, the case studies explored how the mole is presented and conceptualized in two secondary classrooms in two different countries, Australia and Taiwan. Data analysis was based on a concept map and focused on how two key ideas were presented in the lessons and perceived by the students: (1) the definition of the mole, and (2) the concept of molar mass. The findings show that during the lessons on the mole, most of the time was spent on solving stoichiometric problems. Conceptually, the number aspect of the mole, that is, Avogadro's number, was emphasized; the concept of molar mass was introduced without meaningfully connecting it to the concept of relative atomic/molecular mass. Although the students were able to solve relevant problems, they could not coherently explain the relations among the concepts. Two critical components for a conceptual understanding of the mole emerged: (1) the number aspect of the mole needs to be justified by its mass aspect, and (2) the connection between molar mass and relative atomic/molecular mass needs to be explicitly explained. The two components provide one explanation for students' algorithmic learning and their confusion in learning about the mole, and serve as concrete suggestions for improving classroom instruction. The study once again manifested the significance of teaching for conceptual understanding in science education. It also exemplifies how a concept map of a specific scientific concept can also be a useful analytical tool in educational research. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 181–214, 2016.

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Are there distinct views of chemistry behind the old and the new definition of mole?

Ghibaudi,

Ghirardi,

Regis

2024

Found Chem

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Redefining the mole: the perspective of teaching and learning

Cited by 4 publications

References 13 publications

A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report)

A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report)

Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms

Are there distinct views of chemistry behind the old and the new definition of mole?

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