Abstract:

Background:
Chemical Equilibrium is one of the fundamental concepts in chemistry. Its mastery can facilitate the understanding of other topics such as acid-base reactions, oxidation-reduction reactions and so forth [1]. Yet, it is one the concepts that is abstract and difficult to comprehend [2], [3]. As a result, students have numerous misconceptions, which hinder or constrain meaningful learning. Some of these are associated with the everyday language related to these concepts such as ‘shift’, ‘equal’ and ‘balanced’ to mention a few.

Purpose:
There is a need to take account of misconceptions in science classrooms as they can negatively interfere with learning of scientific concepts [4]. It is acknowledged, however, that the difficulty in clearing of misconceptions is exacerbated in part by the selection of the teaching methods and strategies that Physical Sciences teachers use when mediating learning. Some scholars believe that visual analogies can be useful to help explain abstract concepts in science classrooms. It is against this backdrop that this study sought to explore how a game analogy enables and/or constrains sense making of Chemical Equilibrium concepts.

Sample:
The sample for the study comprised of 19 BEd (hons) Science Elective in-service teachers from Namibia studying through a certain university in the Eastern Cape, South Africa. During the time of the study, these in-service teachers were in their second and final year of study.

Research design and methods:
The study focused on exploring how a game analogy enabled and/or constrained sense making of Chemical Equilibrium concepts. A case study underpinned by an interpretive paradigm [5], [6] was adopted and the unit of analysis was sense making of reverse and forward reactions, the dynamic nature of Chemical Equilibrium as well as reversibility of the reaction as a concept. Data were generated using the in-service teachers’ completed worksheets and reflective journals.

Keywords:

Chemistry, chemical equilibrium, mediation of learning, analogy, sense making, misconceptions, social constructivism.