Students' understanding of molar concentration

نویسندگان

چکیده

This article presents and discusses the results of a study that investigates university students’ comprehension concept molar concentration, following teaching evaluation subject. The specific problems underlying learning this have not yet been focused on in sufficient detail or depth. A “Reasoning with molarity” questionnaire, which explores logical–mathematical relationships between variables n, V M, was administered to 303 Argentine first-year students. Results obtained from think-aloud interviews related were performed 18 students, are also analysed. These reveal approximately half students no clear conceptual understanding molarity. main difficulty arises inverse proportionality tasks where number moles (extensive) M (intensive) should be qualitatively determine solution occupies smallest volume. It established much confusion, such as lack differentiation n lies behind algorithmic, numerical strategy carried out exclusively by many

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ژورنال

عنوان ژورنال: Chemistry Education. Research and Practice

سال: 2021

ISSN: ['1109-4028']

DOI: https://doi.org/10.1039/d0rp00344a