Chemical equilibrium introduces students to other chemistry concepts, including acid and base reactions, oxidation-reduction reactions, and solutions, and mastering the concept of chemical equilibrium leads to mastering other chemistry concepts and problems. The concept of chemical equilibrium was developed in 1803 after Bertollet discovered that some chemical reactions were reversible. He said that in order for any reaction mixture to be in equilibrium, the rates of back and forth (reverse) reactions must be equal. The discussion of chemical balances in school textbooks dates back to the 1960s. There are always challenges in the teaching-learning process of chemical balances, and studies have shown that many secondary high school teachers, including theoretical fields and conservatories, teach Chemical balance has been considered a problem. The discussion of chemical equilibrium, which is a mixture of kinetic, thermodynamic and mathematical topics, is considered one of the abstract topics of physical chemistry that has created problems in its teaching-learning process. By using the theory of constructionism, it is tried to explain the concepts of chemical balance. Asking questions and prompting the student to find the connection between concepts to get the result clears up many misunderstandings not only in the topic of balance but in all concepts.
جعفری طاهری, . . . (2023). Misunderstanding in the teaching of chemical balances. Research in Chemistry Education, 4(4), 1-14. doi: 10.48310/chemedu.2023.2918
MLA
محمد حسین علی جعفری طاهری. "Misunderstanding in the teaching of chemical balances", Research in Chemistry Education, 4, 4, 2023, 1-14. doi: 10.48310/chemedu.2023.2918
HARVARD
جعفری طاهری, . . . (2023). 'Misunderstanding in the teaching of chemical balances', Research in Chemistry Education, 4(4), pp. 1-14. doi: 10.48310/chemedu.2023.2918
VANCOUVER
جعفری طاهری, . . . Misunderstanding in the teaching of chemical balances. Research in Chemistry Education, 2023; 4(4): 1-14. doi: 10.48310/chemedu.2023.2918
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