Evolution of the concept of chemical equilibrium has been strongly influenced by Newtonian mechanics. Even in the late nineteenth century scientists viewed chemical equilibrium as resulting from, an equality of the contending forces, that is, the forward and the reverse reactions. The main purpose of this article is to show that freshman students conceptualize the rates of the forward and reverse reactions in chemical equilibrium as forces, perhaps in the same sense as used in the evolution of the concept of chemical equilibrium and student misconceptions about Newton's third law of motion. Results obtained show that at least some students consider the forward and reverse reactions as a sort of chemical analogue of Newton's third law of motion. Based on this interpretation, it is plausible to hypothesize that student conceptualization of the forward and reverse reactions as forces is ontogenetically (Piaget & Garcia, 1983) a step towards, the deeper understanding of a dynamic chemical equilibrium, leading to a progressive problemshift (Lakatos, 1970). In spite of the commonalities between psychogenesis and the history of science, it is important to point out that ontogenesis is not an exact and detailed recapitulation of phylogenesis. Results obtained in this study and their interpretation are important, as they help us to anticipate student utilization of Newton's third law in understanding chemical equilibrium, before the dynamic nature of equilibrium is understood. 相似文献
Background: A teaching method to improve students’ ability to communicate ideas in genetics across the macro–micro levels of organisation was investigated in this study.
Purpose: It is designed to help students deconstruct the level of organisation of each tier of a genetic diagram, as the symbols used in such diagrams (i.e. lines and letters) can be too abstract to serve as hints for students to identify the level of organisation.
Design and method: The method employs hybrid dynamic visualisation, which combines static (e.g. a genetic diagram) and dynamic visualisations (e.g. meiotic cell division, fertilisation). The method also addresses the learning problem wherein students isolate the conceptual components of the processes of meiotic cell division and fertilisation from the procedural components of genetic diagrams. The new pedagogy was trialled in a voluntary enrichment course with 22 Secondary Six (or 12th grade) students.
Results: The results of conceptual assessments and individual interviews show that the participating students, in general, provided more explanations at the molecular level, although there is considerable room for improvement in making a smooth macro–micro transition. Students also had a better grasp of the symbolic representation and mathematical concepts of genetics. In addition, their responses in individual interviews revealed that they shared a restricted understanding of the term ‘recessiveness’.
Conclusion: Possible scaffolds for revisiting the concept of recessiveness in regular teaching are suggested. 相似文献