On the concept “chemical equilibrium”: The associative framework

Esther Gussarsky, Malka Gorodetsky

Research output: Contribution to journalArticlepeer-review

54 Scopus citations

Abstract

Word associations were used to map the conception of high school students concerning the concepts “chemical equilibrium” and “equilibrium.” It was found that the preconception of the two concepts was differentiated on noncritical dimensions; “equilibrium” being associated with everyday life experiences and “chemical equilibrium” with general chemical concepts. After studying the subject of chemical equilibrium at school the two concepts merged towards one, i.e., becoming synonymous. This can provide an explanation for misconceptions associated with chemical equilibrium via the transfer of static attributes from “equilibrium” to the dynamic “chemical equilibrium”.

Original languageEnglish
Pages (from-to)197-204
Number of pages8
JournalJournal of Research in Science Teaching
Volume27
Issue number3
DOIs
StatePublished - 1 Jan 1990

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'On the concept “chemical equilibrium”: The associative framework'. Together they form a unique fingerprint.

Cite this