Laboratory introduction to chemical equilibrium: reversible and incomplete reactions
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Abstract
A historical study of the key ideas that made up chemical equilibrium concept can help in the design of inquiry-guided laboratory activities for its teaching. This task is exemplified by the revision of several experimental studies, in which two key ideas are introduced: ‘incomplete reaction’ and ‘reversibility’. In the conceptual construction process that is presented, chemistry students need to review their prior knowledge regarding their initial understanding of chemical reactions. In addition, teachers must try to ensure that students do not generate some alternative ideas that are very persistent and thus may act as learning barriers. Finally, a brief educational reflection is carried out concerning the dynamic explanation of these chemical processes.
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References
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