For the sake of argument
Developing conceptual understanding of chemical equilibrium
The complexity of chemistry is one reason why students develop persistent misconceptions that are difficult to eradicate. Chemical equilibrium is one example of a difficult topic about which students at all levels hold misconceptions. Examples include the ideas that the rates of forward and reverse reactions are not equal at equilibrium, and the concentrations of products and reactants are equal.
In this study, Aydeniz and Dogan report the impact of argumentation of the conceptual understanding of chemical equilibrium.
David Read summarises and reviews the study.
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