Epistemological Lessons from Inconsistencies in Teachers’ Errors Related to Use of the Mole Ratio in Stoichiometry Calculations (Record no. 44926)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02095nam a22001937a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231120101553.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231120b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0021-9584 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Stott, Angela Elisabeth |
| 245 ## - TITLE STATEMENT | |
| Title | Epistemological Lessons from Inconsistencies in Teachers’ Errors Related to Use of the Mole Ratio in Stoichiometry Calculations |
| Remainder of title | : A Cue for Professional Development (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Washington DC |
| Name of publisher | :American Chemical Society |
| Year of publication | ,2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 2548-2557p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | Journal of Chemical Society |
| Volume number/sequential designation | , Volume 100: Number 7, July 2023 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: Presenters’ pedagogical choices are strongly affected by whether they view knowledge as coherent or fragmented. This mixed-methods survey study seeks to contribute to epistemological discussions and associated pedagogical suggestions in the context of mole ratio related mistakes evident in stoichiometry calculations performed by in-service teachers in a developing world country. Physical sciences teachers in South Africa were asked to solve four stoichiometry calculation questions, and their written solutions (361 sets) were analyzed for consistency of various types of mole ratio related mistakes. The study found high levels of inconsistencies in each observed mistake, supporting the view that most participants’ knowledge lay closer to the fragmented end of the coherent–fragmented epistemological continuum. Evidence is presented for differential cognitive load, overgeneralization, and intuitive heuristics as possible explanations for these mistakes. Pedagogical suggestions are made for addressing such errors in in-service chemistry teacher workshops about stoichiometry calculations, although these may only be applicable where teacher subject matter knowledge tends to be low, such as within the developing world. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | High School | Chemical Education Research| Misconceptions | Stoichiometry |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1021/acs.jchemed.2c01252 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 20.11.2023 | Periodicals |