The qualitatively different conceptions of 1 mol

Strömdahl, Helge; Tullberg, Aina; Lybeck, Leif

doi:10.1080/0950069940160102

Cited by 35 publications

(21 citation statements)

References 11 publications

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“…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%

See 1 more Smart Citation

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%

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

show abstract

“…The literature on teachers' teaching and its relationships with students' learning provides arguments for this attention. In particular, when alternative conceptions are embedded in teachers' classroom explanations, they interfere with students' scientific comprehension and make it difficult for them to understand new insights (Gallagher, 1991;Lederman, 1992;Linder, 1992;Moje, 1995;Sanchez & Valcarcel, 2000;Smit & Finegold, 1995;Strömdahl, Tüllberg, & Lybeck, 1994).…”

Section: Resultsmentioning

confidence: 98%

Using research on teachers' transformations of innovations to inform teacher education. The case of energy degradation

2004

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This Spanish contribution to the STTIS (Science Teacher Training in anInformation Society) investigations of transformations of curriculum innovations studies the implementation of a particular innovative teaching sequence on energy degradation in Spanish secondary schools. The paper describes the transformations found in teachers' interpretations of the rationale for the teaching sequence that could give rise to alternative conceptions about energy degradation and related concepts in students. Research-based teacher education materials aimed at overcoming some of the difficulties encountered have been developed. The materials rely on the idea of a learning cycle to facilitate changes in teachers' conceptual understandings, through co-operative work and through reflection on practice.C

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“…In parallel with textbook analysis, a disparity between teachers' and students' conceptions and the scientific definition was highlighted in the reviewed literature. Furió et al (), Tullberg et al (), Strömdahl et al () and Staver and Lumpe () all showed that most students and chemistry educators neglected the relevance of the physical quantity, the ‘amount of substance’, and that the SI definition of the mole was not accepted unequivocally. The majority of the students defined the mole either as Avogadro's number or as a mass (Staver & Lumpe, ; Tullberg et al, ), and they were not able to articulate their understandings coherently.…”

Section: Literature Reviewmentioning

confidence: 99%

“…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%

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

2015

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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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The qualitatively different conceptions of 1 mol

Cited by 35 publications

References 11 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)

Using research on teachers' transformations of innovations to inform teacher education. The case of energy degradation

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

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