000			02095nam a22001937a 4500
005			20231120101553.0
008			231120b ||||| |||| 00| 0 eng d
022			_a0021-9584
100			_aStott, Angela Elisabeth
245			_aEpistemological Lessons from Inconsistencies in Teachers’ Errors Related to Use of the Mole Ratio in Stoichiometry Calculations _b: A Cue for Professional Development (Journal Article)
260			_aWashington DC _b :American Chemical Society _c ,2023
300			_a2548-2557p.
440			_aJournal of Chemical Society _v, Volume 100: Number 7, July 2023
505			_a ***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: 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			_aHigh School | Chemical Education Research| Misconceptions | Stoichiometry
856			_uhttps://doi.org/10.1021/acs.jchemed.2c01252
942			_cPER
999			_c44926 _d44925