S'mores: A demonstration of stoichiometric relationships

Cain, Linda

doi:10.1021/ed063p1048.2

Cited by 9 publications

(6 citation statements)

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“…Research has approached these issues from the perspective of students_ and teachers_ alternative conceptions, students_ and teachers_ difficulty in teaching and learning of stoichiometry (Furio, Azcona & Guisasola, 2002), students_ problem-solving skills in stoichiometry (Gabel & Sherwood, 1984;Schmidt, 1994), and studies of alternative teaching and learning strategies used to promote students_ understanding and problem-solving skills in stoichiometry (e.g., Cain, 1986;Dominic, 1996;Duncan & Johnstone, 1973).…”

Section: Chemistry Teaching and Stoichiometrymentioning

confidence: 99%

Thai Grade 10 and 11 Students’ Understanding of Stoichiometry and Related Concepts

Dahsah

Coll

2007

Int J of Sci and Math Educ

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The research reported in this case study explores the understanding of stoichiometry and related concepts of Thai science students in grades 10 and 11 after major national curriculum reforms. Students_ conceptions and alternative conceptions were investigated using a questionnaire -the Stoichiometry Concept Questionnaire (SCQ) (N = 97), which consists of 16 multiple-choice items, the choices for which respondents are required to provide reasons. The findings suggest that less than half of the students surveyed hold what is considered by a panel of experts to be a scientifically acceptable understanding for the conceptions investigated. The main student alternative conceptions are that one mole of all substances has a volume of 22.4 L at STP, that a solution that contains a greater mass of solute has the higher molar concentration, and that the limiting reagent is the reagent for which the lowest mass of reactant is present. Examination of students_ reasons suggests that they resort to the use of algorithms with little understanding of the underlying concepts. It thus seems the national educational reforms have not resulted in a sound understanding of some science concepts. It is recommended that curriculum developers should specify a need for conceptual understanding along with capability in numerical problem-solving in their learning objectives, and link this to assessment regimes that reward conceptual understanding. A need for on-going professional development seems essential if the intentions of the Thai curriculum reforms are to be realized.

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Section: Chemistry Teaching and Stoichiometrymentioning

confidence: 99%

Thai Grade 10 and 11 Students’ Understanding of Stoichiometry and Related Concepts

Dahsah

Coll

2007

Int J of Sci and Math Educ

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“…One teaching strategy involves using concrete examples to demonstrate stoichiometric relationships, such as making a multi-layered sandwich using two slices of bread, three slices of salami, one slice of cheese, etc. (Cain, 1986). Other strategies include teaching using a more algorithmic approach involving step-by-step descriptions (mass of knownYmoles of knownYmoles of unknownYmass of unknown) of the quantitative relationships involved in a stoichiometry problem (Poole, 1989).…”

Section: Introductionmentioning

confidence: 99%

Using Writing-to-Learn Science Strategies to Improve Year 11 Students' Understandings of Stoichiometry

Hand

Yang

Bruxvoort

2006

Int J Sci Math Educ

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This study researched the use of writing-to-learn strategies within a highschool (Year 11) chemistry classroom. The writing task itself asked the students to write a business letter to a younger audience of middle-school (Year 7) students. A mixedmethod design was used for the study, incorporating pre/post-testing with semistructured interviews. The evidence supports that the treatment students performed statistically significantly better on a conceptual question compared to the control group. Additionally, the treatment students felt that writing to a younger audience prompted them to use different language than they would have if, for example, writing to their teacher. Further, the treatment students described that the writing task promoted their understanding of and their confidence in their knowledge of the stoichiometry concepts addressed in class.

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“…Por ello, es importante que la expresión del producto permita apreciar la composición y nombrar adecuadamente el compuesto, por ejemplo JP 2 es un "sándwich de jamón", no "pan y jamón". Son recomendables las fórmulas químicas en las que se explicita su composición (AB 2 por ejemplo) en lugar de fórmulas generales, cuyo producto es, por ejemplo, "P", como las ecuaciones presentadas por Silversmith (1985) (A + 2B → P), Cain (1986)…”

Section: Discussionunclassified

Analogías en la enseñanza de la estequiometría: revisión de páginas web

Raviolo

Lerzo

2014

REIEC

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En este trabajo se presentan los resultados de una búsqueda sobre analogías para enseñar estequiometría, realizada en páginas web. Se analizan los resultados obtenidos a la luz de una serie de preguntas que plantea la investigación y se emiten sugerencias para la enseñanza. Se revisan las confusiones o concepciones alternativas que pueden promover y la utilización que se hace de las imágenes. Se concluye que un profesor encontrará en Internet muchos ejemplos de analogías, pero pocas secuencias adecuadas y escasas propuestas sistematizadas y fundamentadas a la luz del conocimiento de la Didáctica de las Ciencias. El trabajo con la analogía debería reforzar especialmente la comprensión profunda del significado de la ecuación química.

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S'mores: A demonstration of stoichiometric relationships

Abstract: S'mores are a good analogy for students struggling to learn stoichiometry.

Cited by 9 publications

References 0 publications

Thai Grade 10 and 11 Students’ Understanding of Stoichiometry and Related Concepts

Thai Grade 10 and 11 Students’ Understanding of Stoichiometry and Related Concepts

Using Writing-to-Learn Science Strategies to Improve Year 11 Students' Understandings of Stoichiometry

Analogías en la enseñanza de la estequiometría: revisión de páginas web

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