Le Châtelier's Principle a Language, Methodological and Ontological Obstacle: An Analysis of General Chemistry Textbooks

Autor/in	Quílez, Juan
Titel	Le Châtelier's Principle a Language, Methodological and Ontological Obstacle: An Analysis of General Chemistry Textbooks
Quelle	In: Science & Education, 30 (2021) 5, S.1253-1288 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quílez, Juan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-021-00214-1
Schlagwörter	Chemistry; Barriers; Science Instruction; Textbooks; Teaching Methods; Scientific Principles; Classification; Misconceptions; Vocabulary; Content Analysis; Concept Formation; Scientific Concepts; Language Usage; Course Descriptions; Language Processing; Prediction + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Missverständnis; Wortschatz; Inhaltsanalyse; Concept learning; Begriffsbildung; Sprachgebrauch; Kursstrukturplan; Sprachverarbeitung; Vorhersage
Abstract	This study discusses how textbook educational approaches concerning Le Châtelier's principle (LCP) may hinder student comprehension and prediction of chemical equilibrium disturbances. Firstly, after summarising students' LCP erroneous assertions/explanations, a categorisation of the potential barriers that may originate student misunderstandings is performed. The discussed obstacles are the following: (a) language difficulties; (b) limited range of applicability; (c) official examinations and chemistry syllabi and (d) educational research. Then, it is examined how general chemistry textbooks' authors deal with the evolution of chemical equilibria when they are disturbed. The different qualitative formulations of LCP provided in textbooks use mainly polysemic teleological vocabulary, which are difficult to understand in this context. Moreover, textbooks' writers normally do not specify the conditions under which an equilibrium system is disturbed. In this textbook presentation, LCP is introduced as an easy and infallible rule, without limitations. Thus, several problematic perturbations reported in the chemical education research literature are not considered in these materials. Hence, this study concludes that their lacks and misleading use and application of LCP may certainly affect proper student understanding of the concepts related to chemical equilibrium disturbances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01