Using think-aloud protocols to investigate secondary school chemistry teachers' misconceptions about chemical equilibrium

Chemistry Education Research and Practice

Volumn 10, Issue 2, 2009, Pages 97-108

  Cheung, Derek ^a  

^a CHINESE UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

Chemical equilibrium; Le Ch telier's principle; Subject matter knowledge; Think aloud method

Indexed keywords

EID: 69249186398     PISSN: None     EISSN: 11094028     Source Type: Journal    
DOI: 10.1039/b908247f     Document Type: Article

References (49)

1. Abell S. K., (2007), Research on science teacher knowledge, In S. K. Abell and N. G. Lederman (eds.), Handbook of research on science education (pp. 1105-1149). Mahwah, NJ: Lawrence Erlbaum Associates.
2. Allsop R. T. and George N. H., (1984), Le Chatelier - a redundant principle? Educ. Chem., 21, 54-56.
3. Anamuah-Mensah J., (1986), Cognitive strategies used by chemistry students to solve volumetric analysis problems, J. Res. Sci. Teach., 23, 759-769.
4. Arzi H. J. and White R. T., (2008), Change in teachers' knowledge of subject matter: a 17-year longitudinal study, Sci. Ed., 92, 221-251.
5. Ash M. and Hill M., (2008), Queensland chemistry: context to concept, Queensland, Australia: John Wiley and Sons.
6. Banerjee A. C., (1991), Misconceptions of students and teachers in chemical equilibrium, Int. J. Sci. Educ., 13, 487-494.
7. Board of Studies, (2002), Chemistry: stage 6 syllabus, Sydney, Australia: Board of Studies
8. th ed.), Boston: Pearson.
9. Bowen C. W. and Bodner G. M., (1991), Problem-solving processes used by students in organic synthesis, Int. J. Sci. Educ., 13, 143-158.
10. Brown T. L., LeMay H. E., Bursten B. E. and Murphy C. J., (2006), Chemistry: the central science, Upper Saddle River, NJ: Pearson Education.
11. Camacho M. and Good R., (1989), Problem solving and chemical equilibrium: successful versus unsuccessful performance, J. Res. Sci. Teach., 26, 251-272.
12. Carlsen W. S., (1991), Subject-matter knowledge and science teaching: a pragmatic perspective, in J. Brophy (ed.), Teachers' knowledge of subject matter as it relates to their teaching practice (pp. 115-143), Greenwich, CT: JAI Press.
13. Cheung D., (2004), The scientific inadequacies of Le Chatelier's principle, Hong Kong Sci. Teachers' J., 22, 35-43.
14. Cheung D., (in press), The adverse effects of Le Châtelier's principle on teacher understanding of chemical equilibrium, J. Chem. Educ.
15. Cheung D., Ma H. J. and Yang J., (in press), Teachers' misconceptions about the effects of addition of more reactants or products on chemical equilibrium. Int. J. Sci. Math. Educ.
16. Clement J., (2000), Analysis of clinical interviews: foundations and model viability, in A. E. Kelly and R. A. Lesh (eds.), Handbook of research design in mathematics and science education, Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, pp. 547-589.
17. de Heer J., (1957), The principle of Le Chatelier and Braun, J. Chem. Educ., 34, 375-380.
18. de Heer J., (1958), Le Chatelier, scientific principle, or "sacred cow", J. Chem. Educ., 35, 133-136.
19. Epstein P. S., (1937), Textbook of thermodynamics, New York: John Wiley and Sons, Inc.
20. Ericsson K. A. and Simon H. A., (1993), Protocol analysis: verbal reports as data, Cambridge, MA: MIT Press.
21. Gabel D. L., Sherwood R. D. and Enochs L., (1984), Problem-solving skills of high school chemistry students, J. Res. Sci. Teach., 21, 221-233.
22. Ganaras K., Dumon A. and Larcher C., (2008), Conceptual integration of chemical equilibrium by prospective physical sciences teachers, Chem. Educ. Res. Pract., 9, 240-249.
23. Gess-Newsome J., (1999), Secondary teachers' knowledge and beliefs about subject matter and their impact on instruction, in J. Gess-Newsome and N. G. Lederman (eds.), Examining pedagogical content knowledge, Dordrecht, The Netherlands: Kluwer Academic Publishers, pp. 51-94.
24. Gold J. and Gold V., (1984), Neither Le Chatelier's nor a principle? Chem. Britain, 20, 802-803 and 806.
25. Gold J. and Gold V., (1985), Le Chatelier's principle and the laws of van't Hoff, Educ. Chem., 22, 82-85.
26. Grossman P. L., Wilson S. M. and Shulman L. S., (1989), Teachers of substance: subject matter knowledge for teaching, In M. C. Reynolds (ed.), Knowledge base for the beginning teacher, Oxford: Pergamon Press, pp. 23-36.
27. Hashweh M. Z., (1987), Effects of subject-matter knowledge in the teaching of biology and physics, Teach. Teach. Educ., 3, 109-120.
28. Herron J. D., (1983, April), Students' understanding of chemistry: an issue in chemical education. Paper presented at the Nyholm symposium, Royal Society of Chemistry, London.
29. Irwin D., Farrelly R., Vitlin D. and Garnett P., (2006), Chemistry contexts, Melbourne: Pearson Education Australia.
30. Kemp H. R., (1987), The effect of temperature and pressure on equilibria: a derivation of the van't Hoff rules, J. Chem. Educ., 64, 482-484.
31. Lacy J. E., (2005), Equilibria that shift left upon addition of more reactant, J. Chem. Educ., 82, 1192-1193.
32. Levine I. N., (2002), Physical chemistry, New York: McGraw-Hill.
33. Mason D. S., Shell D. F. and Crawley F. E., (1997), Differences in problem solving by nonscience majors in introductory chemistry on paired algorithmic-conceptual problems, J. Res. Sci. Teach., 34, 905-923.
34. Özmen H., (2008), Determination of students' alternative conceptions about chemical equilibrium: a review of research and the case of Turkey, Chem. Educ. Res. Pract., 9, 225-233.
35. Piquette J. S. and Heikkinen H. W., (2005), Strategies reported used by instructors to address student alternate conceptions in chemical equilibrium, J. Res. Sci. Teach., 42, 1112-1134.
36. Posthumus K., (1933), The application of the van't Hoff-Le Chatelier-Braun principle to chemical equilibria, II. Recl. Trav. Chim. Pay-B., 53, 308-311.
37. Quílez J., (2004), Changes in concentration and in partial pressure in chemical equilibria: students' and teachers' misunderstandings, Chem. Educ. Res. Pract., 5, 281-300.
38. Quílez-Pardo J. and Solaz-Portolés J. J., (1995), Students' and teachers' misapplication of Le Chatelier's principle: Implications for the teaching of chemical equilibrium, J. Res. Sci. Teach., 32, 939-957.
39. Raveau M. C., (1909), Les lois du déplacement de l'équilibre et le principle Le Chatelier, J. Phys. Théor. Appl., 8, 572-579.
40. Solaz-Portolés J. J. and Quílez-Pardo J., (1995), Thermodynamics and the Le Chatelier's principle. Rev. Mex. Fis., 41, 128-138.
41. Staver J. R. and Lumpe A. T., (1995), Two investigations of students' understanding of the mole concept and its use in problem solving, J. Res. Sci. Teach., 32, 177-193.
42. Talanquer V., (2002), Minimizing misconceptions, Sci. Teach., 69(8), 46-49.
43. Thomas P. L. and Schwenz R. W., (1998), College physical chemistry students' conceptions of equilibrium and fundamental thermodynamics, J. Res. Sci. Teach., 35, 1151-1160.
44. Torres E. M., (2007), Effect of a perturbation on the chemical equilibrium: comparison with Le Châtelier's principle, J. Chem. Educ., 84, 516-519.
45. Van Driel J. H. and Gräber W., (2002), The teaching and learning of chemical equilibrium, in J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, and J. H. Van Driel (eds.), Chemical education: towards research-based practice, Dordrecht: Kluwer Academic Publishers, pp. 271-292.
46. Van Kessel H., Jenkins F., Davies L., Plumb D., Di Giuseppe M., Lantz O. and Tompkins D., (2003), Nelson chemistry 12. Toronto: Nelson.
47. Van Someren M. W., Barnard Y. F. and Sandberg J. A. C., (1994), The think aloud method: a practical guide to modeling cognitive processes, London: Academic Press.
48. Wong Y. C. and Wong C. T., (2005), New way chemistry for Hong Kong A-level, Hong Kong: Manhattan Press.
49. Wright P. G., (1969), A Chatelierian infelicity, Educ. Chem., 6, 9 and 18.