Threshold Concepts for the Concept of Chemical Equilibrium

Author #1

Abstract

AN EXPLORATORY STUDY TO IDENTIFY THE EQUILIBRIUM THRESHOLD CONCEPTS FOR STUDENTS IN CHEMISTRY EDUCATION

Re: Submission 1326

Abstract

The characteristic triplet nature of chemistry (macroscopic, submicroscopic, and symbolic) has long been a substantial part of research and discussion in chemistry education (Dumon & Mzoughi-Khadhraoui, 2014; Prilliman, 2014; Taber, 2013). The three levels are considered levels of thought (Johnstone, 2000) and students’ performance has been attributed to their ability to conceptualize chemistry entities, phenomena, and ideas based on these levels.

Chemical equilibrium is one of the more difficult concepts in general chemistry, due to its abstract nature and demanding mastery of a large number of subordinate concepts (Finley, Stewart, & Yarroch, 1982; Quilez, 2007; Quilez-Pardo & Solaz-Portoles, 1995;). Equilibrium is an important concept in chemistry, due to its abstract nature, and is essential in developing an understanding of other areas of chemistry such as acid/base/salt behaviour, solubility, and oxidation/reduction reactions (Allsop, R.T., & George, N.H., 1982; Banerjee, A.C., & Power, C.N., 1991; Voska & Heikkinen, 2000).

Many chemistry students do not understand the concept of chemical equilibrium very well as indicated by their inability to express and apply the rich and productive thinking that the concept entails. The students have not yet crossed the conceptual threshold that leads to the meaningful understanding of this concept (Talanquer, 2015). Mastering a threshold concept requires time, effort, and learning scaffolded to facilitate the construction and accessibility to a clearer concept. It is therefore necessary to discover and identify the underlying threshold concepts inherent in understanding chemical equilibria to inform how to best support students’ learning.

Keywords: chemical equilibrium, threshold concepts

References

Allsop, R.T, & George, N.H. (1982). Redox in Nuffield advanced chemistry. Education in Chemistry, 19, 57-59.

Banerjee, A.C., & Power, C.N. (1991). The development of modules for the teaching of chemical equilibrium. International Journal of Science Education, 13, 355-362.

Dumon, A., & Mzoughi-Khadhraoui, I. (2014). Teaching chemical change modeling to Tunisian students: An “expanded chemistry triplet” for analyzing teachers’ discourse. Chemistry Education Research and Practice, 15, 70-80.

Finley, F.N., Stewart, J., & Yarroch, W.L. (1982). Teachers’ perceptions of important and difficult science content. Science Education, 66, 141-152.

Prilliman, S. (2014). Integrating particulate representations into AP chemistry and introductory chemistry courses. Journal of Chemical Education, 91, 1291-1298.

Qulez, J. (2007). A historical/philosophical foundation for teaching chemical equilibrium. Ninth International History Philosophy & Science Teaching Conference, June 24-28, pp. 1-11.

Qulez-Pardo, J. & Solaz-Portoles, J. (1995). Students’ and teachers’ misapplication of Le Chatelier’s principle: Implications for the teaching of chemical equilibrium. Journal of Research in Science Teaching, 32, 939-957.

Taber, K.S. (2013). Revisiting the chemistry triplet: Drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chemistry Education Research and Practice, 14, 156-168.

Talanquer, V. (2015). Threshold concepts in chemistry: The critical role of implicit schemas. Journal of Chemical Education, 92(1), 3-9.

Voska, K.W., & Heikkinen, H.W. (2000). Identification and analysis of student conceptions used to solve chemical equilibrium problems. Journal of Research in Science Teaching, 37(2), 160-176.

 
Jul 5th, 1:45 PM

Threshold Concepts for the Concept of Chemical Equilibrium

P&A 117

AN EXPLORATORY STUDY TO IDENTIFY THE EQUILIBRIUM THRESHOLD CONCEPTS FOR STUDENTS IN CHEMISTRY EDUCATION

Re: Submission 1326

Abstract

The characteristic triplet nature of chemistry (macroscopic, submicroscopic, and symbolic) has long been a substantial part of research and discussion in chemistry education (Dumon & Mzoughi-Khadhraoui, 2014; Prilliman, 2014; Taber, 2013). The three levels are considered levels of thought (Johnstone, 2000) and students’ performance has been attributed to their ability to conceptualize chemistry entities, phenomena, and ideas based on these levels.

Chemical equilibrium is one of the more difficult concepts in general chemistry, due to its abstract nature and demanding mastery of a large number of subordinate concepts (Finley, Stewart, & Yarroch, 1982; Quilez, 2007; Quilez-Pardo & Solaz-Portoles, 1995;). Equilibrium is an important concept in chemistry, due to its abstract nature, and is essential in developing an understanding of other areas of chemistry such as acid/base/salt behaviour, solubility, and oxidation/reduction reactions (Allsop, R.T., & George, N.H., 1982; Banerjee, A.C., & Power, C.N., 1991; Voska & Heikkinen, 2000).

Many chemistry students do not understand the concept of chemical equilibrium very well as indicated by their inability to express and apply the rich and productive thinking that the concept entails. The students have not yet crossed the conceptual threshold that leads to the meaningful understanding of this concept (Talanquer, 2015). Mastering a threshold concept requires time, effort, and learning scaffolded to facilitate the construction and accessibility to a clearer concept. It is therefore necessary to discover and identify the underlying threshold concepts inherent in understanding chemical equilibria to inform how to best support students’ learning.

Keywords: chemical equilibrium, threshold concepts

References

Allsop, R.T, & George, N.H. (1982). Redox in Nuffield advanced chemistry. Education in Chemistry, 19, 57-59.

Banerjee, A.C., & Power, C.N. (1991). The development of modules for the teaching of chemical equilibrium. International Journal of Science Education, 13, 355-362.

Dumon, A., & Mzoughi-Khadhraoui, I. (2014). Teaching chemical change modeling to Tunisian students: An “expanded chemistry triplet” for analyzing teachers’ discourse. Chemistry Education Research and Practice, 15, 70-80.

Finley, F.N., Stewart, J., & Yarroch, W.L. (1982). Teachers’ perceptions of important and difficult science content. Science Education, 66, 141-152.

Prilliman, S. (2014). Integrating particulate representations into AP chemistry and introductory chemistry courses. Journal of Chemical Education, 91, 1291-1298.

Qulez, J. (2007). A historical/philosophical foundation for teaching chemical equilibrium. Ninth International History Philosophy & Science Teaching Conference, June 24-28, pp. 1-11.

Qulez-Pardo, J. & Solaz-Portoles, J. (1995). Students’ and teachers’ misapplication of Le Chatelier’s principle: Implications for the teaching of chemical equilibrium. Journal of Research in Science Teaching, 32, 939-957.

Taber, K.S. (2013). Revisiting the chemistry triplet: Drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chemistry Education Research and Practice, 14, 156-168.

Talanquer, V. (2015). Threshold concepts in chemistry: The critical role of implicit schemas. Journal of Chemical Education, 92(1), 3-9.

Voska, K.W., & Heikkinen, H.W. (2000). Identification and analysis of student conceptions used to solve chemical equilibrium problems. Journal of Research in Science Teaching, 37(2), 160-176.