Students’ conceptions of 1 mol and educators’ conceptions of how they teach ‘the mole’

Tullberg, Aina; Strömdahl, Helge; Lybeck, Leif

doi:10.1080/0950069940160204

Cited by 40 publications

(31 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some attribute transformations of curriculum intentions to "inadequate" disciplinary knowledge (Cochran & Jones, 1998). But these are understood variously as a matter of organization (Tamir, 1992); of lack of coherence (Pro, 1998); of weak understanding of specific contents (Shulman, 1987;Tüllberg, Strömdahl, & Lybeck, 1994;Parker & Heywood, 2000); of rigidity of content knowledge (Moje, 1995); and of commonsense understanding of scientific concepts (Vicentini, 1999;Furio, Azcona, & Guisasola, 1999;De Manuel & Jimenez, 2000). Others focus on "inadequate" belief systems about the nature of the disciplinary knowledge, for example, on teachers' epistemology of science and the ontology they hold for scientific entities (Gutierrez & Pintó, 2001a;Zuzovsky, 1994;Lederman, 1992;Pomeroy, 1993;Désautels & Larochelle, 1998).…”

Section: Transformations Of Curriculum Innovationsmentioning

confidence: 96%

Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education

Pintó¹

2004

Sci. Ed.

129

View full text Add to dashboard Cite

This paper introduces the four research papers in this paper set, which all derive from a European research project, STTIS (Science Teacher Training in an Information Society). The central concern of the project was to study curriculum innovations in science, and to investigate ways in which teachers transform these innovations when putting them into practice. This work led to the construction of appropriate teacher training materials for use when an innovation is being introduced. The paper describes the mutual research strategy agreed upon by the STTIS partners. Both to avoid repetition and to underline the understanding that the partners share about the issues involved in curriculum innovation and related teacher education, the main theoretical background is to be found here. Themes and conclusions common to all the papers are highlighted. The paper also outlines the common features of the approach the STTIS partners took toward the construction of teacher training materials. These materials build in concrete results from the research, in forms that provoke discussion and reflection aimed at making teachers more aware of their ideas and behavior, with a view to effecting lasting change.

show abstract

Section: Transformations Of Curriculum Innovationsmentioning

confidence: 96%

Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education

Pintó¹

2004

Sci. Ed.

129

View full text Add to dashboard Cite

show abstract

“…The classroom contexts of the research with students and teachers span the globe. Studies from Lybeck's lab in Sweden of 30 upper secondary school students and 28 teachers of chemistry indicate that few students and only about three out of 28 teachers use the correct SI definition of the mole [67,68,78]. The majority of students and teachers use the notion that one mole equals 'Avogadro number' of entities, like one dozen equals the number 12.…”

Section: Educational Papers Concerned About the Molementioning

confidence: 99%

“…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

View full text Add to dashboard Cite

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.

show abstract

“…A review of the literature has confirmed that teaching and learning about the mole is indeed problematic. Previous studies have looked into the issue of teaching and learning about the mole from various perspectives, such as textbook analysis (De Berg, ; Giunta, ; Padilla & Furió, ; Staver & Lumpe, ), teachers' and students' conceptions (Cervellati, Montuschi, Perugini, Grimellini‐Tomasini, & Balandi, ; Staver & Lumpe, ; Tullberg, Strömdahl, & Lybeck, ) and educators' plans and strategies for teaching the concept (Furió, Azcona, Guisasola, & Ratcliffe, ; Strömdahl, Tullberg, & Lybeck, ). The research findings showed that teachers and students held various understandings of the mole that differed from the formal definition accepted in the scientific community (Fang, Hart, & Clarke, , ).…”

mentioning

confidence: 99%

“…The research findings showed that teachers and students held various understandings of the mole that differed from the formal definition accepted in the scientific community (Fang, Hart, & Clarke, , ). Instead of a SI unit, teachers and students perceived the mole as a mass, a volume, and/or a number (Avogadro's number) of elementary entities (Padilla, Ponce‐de‐Leon, Rembado, & Garritz, ; Staver & Lumpe, ; Tullberg et al, ). Moreover, the studies indicated that the concept of amount of substance was virtually disregarded (De Bièvre, ; Strömdahl, ).…”

mentioning

confidence: 99%

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

2015

View full text Add to dashboard Cite

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.

show abstract

Students’ conceptions of 1 mol and educators’ conceptions of how they teach ‘the mole’

Cited by 40 publications

References 8 publications

Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education

Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education

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

Contact Info

Product

Resources

About