About this paper

Appears in:
Pages: 2147-2152
Publication year: 2010
ISBN: 978-84-613-9386-2
ISSN: 2340-1117

Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain

A THERMODYNAMIC MODEL TO TEACH CHEMICAL EQUILIBRIUM

G. Irazoque Palazuelos1, M. Izquierdo Aymerich2, A. Garritz Ruiz1

1Universidad Nacional Autónoma de México, Facultad de Química (MEXICO)
2Universidad Autónoma de Barcelona (SPAIN)
Chemical Equilibrium is a central concept in the learning of chemistry and remains one of the most difficult to teach and to learn. Therefore, this topic is the subject of many studies in science education with different goals: to know the difficulties of student learning, misconceptions, explanations for these errors, and so on.
Traditionally, the teaching of this concept is parallel to the Le Chatelier principle (LCP) and science education research have shown how, apparently reasonable applications of LCP, can result in incorrect predictions about the effects of changes in concen¬tration, volume, pressure, or temperature on chemical systems at equilibrium. On the other hand, the construction of this concept is based on kinetic arguments that have not been deducted or explained.
The students must establish meaningful relationships between chemical theories, practical activities (to perform their experiences) and languages with which to be expressed about them; but it is the teacher, with appropriate teaching, who should facilitate them to do this in a meaningful way. Therefore, in this work we present a teaching-learning sequence built in the framework of School Science, to proposes the construction of a Chemical Equilibrium model based on thermodynamic (phenomenological) arguments and, in agreement with constructivist theories, we take as a starting point the alternative conceptions, prior knowledge and the various cognitive abilities of the students. Our hypothesis is that in this theoretical framework, the students can construct the concept in a better manner.
@InProceedings{IRAZOQUEPALAZUELOS2010ATH,
author = {Irazoque Palazuelos, G. and Izquierdo Aymerich, M. and Garritz Ruiz, A.},
title = {A THERMODYNAMIC MODEL TO TEACH CHEMICAL EQUILIBRIUM},
series = {2nd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN10 Proceedings},
isbn = {978-84-613-9386-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {5-7 July, 2010},
year = {2010},
pages = {2147-2152}}
TY - CONF
AU - G. Irazoque Palazuelos AU - M. Izquierdo Aymerich AU - A. Garritz Ruiz
TI - A THERMODYNAMIC MODEL TO TEACH CHEMICAL EQUILIBRIUM
SN - 978-84-613-9386-2/2340-1117
PY - 2010
Y1 - 5-7 July, 2010
CI - Barcelona, Spain
JO - 2nd International Conference on Education and New Learning Technologies
JA - EDULEARN10 Proceedings
SP - 2147
EP - 2152
ER -
G. Irazoque Palazuelos, M. Izquierdo Aymerich, A. Garritz Ruiz (2010) A THERMODYNAMIC MODEL TO TEACH CHEMICAL EQUILIBRIUM, EDULEARN10 Proceedings, pp. 2147-2152.
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