A Brief Review on the Contributions to the Knowledge of the Difficulties and Misconceptions in Understanding the Chemical Equilibrium

Authors

  • Rosa M Garcia-Lopera University of Valencia, Spain
  • María Luisa Calatayud University of Valencia, Spain
  • Juan Hernández University of Valencia, Spain

Keywords:

misconceptions and errors, chemical equilibrium, learning and teaching methodologies

Abstract

The existence and persistence of errors in the understanding of chemical equilibrium denotes student’s difficulties in learning and also in teaching methodologies. The knowledge of these difficulties, in depth, can help teachers to try to overcome them. This work is a review together with new contributions on the chemical equilibrium misconceptions analyzed by a group of university and high school teachers. On the one hand, we pretend to collect some of most common difficulties that students, from high school and university, show in relation to chemical equilibrium and Le Chatelier's Principle application. On the other hand, we also intend to analyze the possible causes and even, occasionally, make suggestions of activities to help teachers to improve the topic. This work collects difficulties and misconceptions related with basic concepts of equilibrium (system type, forward and reverse reaction rates, stoichiometry, catalyst function, equilibrium constant and reaction quotient, changes of equilibrium constant with temperature and concentration…); as well as with the understanding and the prediction of the direction of change in the equilibrium position by changing different variables such us composition, volume, pressure or temperature. Finally, educational implications addressed to the teachers have been underlined in order to amend the observed mistakes by alerting students and changing methodologies. In order to not excessively lengthen the study, ionic equilibria have not been addressed. Moreover, the work makes special emphasis on the most common and significant conceptual errors but, obviously, is not an exhaustive revision of all the possible misconceptions.

Author Biographies

Rosa M Garcia-Lopera, University of Valencia, Spain

Professor at the Physical Chemistry department

María Luisa Calatayud, University of Valencia, Spain

Professor (pensioned) at Inorganic Chemistry department

Juan Hernández, University of Valencia, Spain

Professor (pensioned) at Physical Chemistry department

References

Akkus, H., Kadayifc, H., Atasoy, B. & Geban, O. “Effectiveness of instruction based on the constructivist approach on understanding chemical equilibrium conceptsâ€, Research in Science & Technological Education, 21(2), 209–227, 2003.

Bergquist, W. & Heikkinen, H. “Students ideas regarding chemical equilibriumâ€, Journal of Chemical Education, 67(12), 1000-1003, 1990.

Banerjee, A.C. “Misconceptions of students and teachers in chemical equilibriumâ€, International Journal of Science Education, 13(4), 487-494, 1991.

Cachapuz, A.F.C. & Maskill, R. “Using word association in formative classroom tests: following the learning of Le Chateliers’s principleâ€, International Journal of Science Education, 11(2), 235-246, 1989.

Camacho, M. & Good, R. “Problem solving and chemical equilibrium: Successful versus unsuccessful performanceâ€, Journal of Research in Science Teaching, 26(3), 251–272, 1989.

Cheung, D., Ma, H-J. & Yang J. “Teachers’ misconceptions about the effects of addition of more reactants or products on chemical equilibriumâ€, International Journal of Science and Mathematics Education, 7, 1111-1133, 2009.

Cheung, D. “The adverse effects of Le Chateliers’s principle on teacher understanding of chemical equilibriumâ€, Journal of Chemical Education, 86(4), 514-518, 2009.

Chiu, M-H., Chou, C-C. & Liu, C-J. “Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibriumâ€, Journal of Research in Science Teaching, 39(8), 688–712, 2002.

Furió, C. J. & Ortíz, E. “Persistencia de errores conceptuales en el estudio del equilibrio químicoâ€, Enseñanza de las Ciencias, 1(1), 15-20, 1983.

Gold, J. & Gold, V. “Le Chatelier’s principle and the laws of van’t Hoffâ€, Education in Chemistry, 22, 82-85. 1985.

Gorodetsky, M. & Gussarsky, E. “Misconceptualization of the chemical equilibrium concept as revealed by different evaluation methodsâ€, European Journal of Science Education, 8(4), 427–441, 1986.

Griffiths, A.K. “A critical analysis and synthesis of research on students’ chemistry misconceptionsâ€. In Schmidt, H.J. (ed.),. Proceedings of the 1994 International Symposium ‘Problem Solving and Misconceptions in Chemistry and Physics’, pp. 70–99. University of Dortmund: ICASE, 1994.

Hackling, M.W. & Garnett, P.J. “Misconceptions of chemical equilibriumâ€, European Journal of Science Education, 7(2), 205-214, 1985.

Huddle, P.A. & Pillay, A.E. “An in-depth study of misconceptions in stoichiometry and chemical equilibrium at a South African universityâ€, Journal of Research in Science Teaching, 33(1), 65–77, 1996.

Johnstone, A.H., MacDonald, J.J. & Webb, G. “Chemical equilibrium and its conceptual difficultiesâ€, Education in Chemistry, 14, 169-171, 1977.

Katz, L. “A systematic way to avoid Le Chatelier’s principle in chemical reactionsâ€, Journal of Chemical Education, 38(7), 375-378, 1961.

Kind, V. “Beyond appearances: students’ misconceptions about basic chemical ideasâ€, Royal Society of Chemistry (2nd edition), 2004.

Kousathana, M. & Tsaparlis, G. “Students’ errors in solving numerical chemical-equilibrium problemsâ€, Chemistry Education Research and Practice, 3(1), 5-17, 2002.

Maskill, R. & Cachapuz A.F.C. “Learning about the chemistry topic of equilibrium: the use of word association tests to detect developing conceptualizationsâ€, International Journal of Science Education, 11(1), 57-69, 1989.

Niaz, M. “Relationship between student performance on conceptual and computational problems of chemical equilibriumâ€, International Journal of Science Education, 17(3), 343–355, 1995.

Niaz, M. “Response to contradiction: conflict resolution strategies used by students in solving problems of chemical equilibriumâ€, Journal of Science Education and Technology, 10(2), 205–211, 2001.

Paiva, J.C.M. & Gil, V.M.S. “The complexity of teaching and learning chemical equilibriumâ€, Journal of Chemical Education, 77(12), 1560, 2000.

Paiva, J.C.M.; Gonçalves, J. & Fonseca, S. “Does the addition of inert gases at constant volume and temperature affect chemical equilibrium?â€, Journal of Chemical Education, 85(8), 1133-1135, 2008.

Piquette, J.S. & Heikkinen, H.W. “Strategies reported used by instructors to address student alternate conceptions in chemical equilibriumâ€, Journal of Research in Science Teaching, 42(10), 1112-1134, 2005.

Quílez, J. & Solaz J.J. “Students’ and teachers’ misapplication of Le Châtelier’s principle: implications for the teaching of chemical equilibriumâ€, Journal of Research in Science Teaching, 32(9), 939–957, 1995.

Quílez, J. “Changes in concentration and in partial pressure in chemical equilibria: students’ and teachers’ misunderstandingsâ€, Chemistry Education Research and Practice, 5(3), 281–300, 2004.

Quílez, J. “Análisis de problemas de selectividad de equilibrio químico: errores y dificultades correspondientes a libros de texto, alumnos y profesoresâ€, Enseñanza de las Ciencias, 24(2), 219-240, 2006.

Solaz, J.J. & Quílez, J. “Unequivocal prediction of chemical equilibrium shift when changing the temperatura at constant volumeâ€, Physics Education, 15(1), 29-33, 1998.

Solaz, J.J. & Quílez, J. “Changes of extent of reaction in open chemical equilibriaâ€, Chemistry Education Research and Practice, 2(3), 303-312, 2001.

Stieff, M. & Wilenski, U. “Connected Chemistry—Incorporating Interactive Simulations into the Chemistry Classroomâ€, Journal of Science Education and Technology, 12(3), 285–302, 2003.

Thomas, P.L. & Schwenz, R.W. “College physical chemistry students' conceptions of equilibrium and fundamental thermodynamicsâ€, Journal of Research in Science Teaching, 35(10), 1151–1160, 1998.

Tsaparlis, G., & Kousathana, M. “Students’ common errors and misconceptions in solving molecular-equilibrium problemsâ€. In R. M. Janiuk (Ed.), Proceedings of the Third European Conference on Research in Chemical Education (pp. 309– 313). Lublin-Kazimierz, Poland: Maria Curie– Sklodowska University, 1995.

Tsaparlis, G., Kousathana, M., & Niaz, M. “Molecular-equilibrium problems: Manipulation of logical structure and of M-demand, and their effect on student performanceâ€, Science Education, 82(4), 437-454, 1998.

Tyson, L., Treagust, D.F. & Bucat, R.B. “The complexity of teaching and learning chemical equilibriumâ€, Journal of Chemical Education, 76(4), 554-558, 1999.

van Driel, J. & Gräber, W. “The teaching and learning of chemical equilibriumâ€, In J.K. Gilbert, O. de Jong, R. Justi, D.F. Treagust & J.H. van Driel (eds.), Chemical education: towards research-based practice. Dordrecht: Kluwer Academic Publishers, 2002.

Voska, K.W. & Heikkinen, H.W. “Identification and analysis of student conceptions used to solve chemical equilibrium problemsâ€, Journal of Research in Science Teaching, 37(2), 160-176, 2000.

Wheeler, A.E. & Kass, H. “Student misconceptions in chemical equilibriumâ€, Science Education, 62(2), 223–232, 1978.

Downloads

Published

2014-12-15

How to Cite

Garcia-Lopera, R. M., Calatayud, M. L., & Hernández, J. (2014). A Brief Review on the Contributions to the Knowledge of the Difficulties and Misconceptions in Understanding the Chemical Equilibrium. Asian Journal of Education and E-Learning, 2(6). Retrieved from https://www.ajouronline.com/index.php/AJEEL/article/view/1918

Issue

Vol. 2 No. 6 (2014): December 2014

Section

Articles

License

  • Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
  • It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
  • The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
  • The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  • The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.