Epistemological Lessons from Inconsistencies in Teachers’ Errors Related to Use of the Mole Ratio in Stoichiometry Calculations: A Cue for Professional Development
Author:
Affiliation:
1. Department of Mathematics, Natural Sciences and Technology Education, Faculty of Education, University of the Free State, Bloemfontein 9300, South Africa
Publisher
American Chemical Society (ACS)
Subject
Education,General Chemistry
Link
https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.2c01252
Reference44 articles.
1. Proportional reasoning in the learning of chemistry: levels of complexity
2. Chemistry topics posing incommensurate difficulty to students with low math aptitude scores
3. The retention of topic specific pck: a longitudinal study with beginning chemistry teachers
4. South African physical sciences teachers’ use of formulae and proportion when answering reaction-based stoichiometry calculation questions
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