Instructional Misconceptions in Acid-Base Equilibria: An Analysis from a History and Philosophy of Science Perspective |
| |
| Authors: | Margarita Kousathana Margarita Demerouti Georgios Tsaparlis |
| |
| Affiliation: | (1) Experimental Secondary School, University of Athens, Greece;(2) Department of Chemistry, Graduate Programme DiCheNET, University of Athens, Greece;(3) Department of Chemistry, University of Ioannina, Greece |
| |
| Abstract: | The implications of history and philosophy of chemistry are explored in the context of chemical models. Models and modeling provide the context through which epistemological aspects of chemistry can be promoted. In this work, the development of ideas and models about acids and bases (with emphasis on the Arrhenius, the Brønsted–Lowry, and the Lewis models) are presented. In addition, misconceptions (alternative and instructional ones) on acid-base (ionic) equilibria are examined from the history and philosophy of science perspective. The relation between the development of the models and students misconceptions are investigated. Finally, the hypothesis that history and philosophy could help educators anticipate students misconceptions is examined. |
| |
| Keywords: | instructional misconceptions acid-base chemistry acid-base equilibria ionic equilibria history of chemistry philosophy of chemistry models for acids and bases |
| 本文献已被 SpringerLink 等数据库收录！ |
|
