Pedrosa, M.H. Dias
In the field of chemistry there has been considerable interest in discovering
the reasons why many students have great difficulty in successfully developing a
scientifically accepted understanding of chemical equilibrium. Research projects
influenced and inspired by constructivism have been invaluable for identifying
alternative conceptions that may turn into obstacles to meaningful learning of
fundamental ideas regarding chemical equilibrium. Research findings provide
evidence that misunderstandings of and related to chemical equilibrium are
widespread at various levels of education, including prospective chemistry
teachers. Language used in textbooks may give rise, or reinforce student
alternative conceptions and research findings point to a direct relationship
between language used in textbooks and some of the alternative conceptions
students develop at various levels of school chemistry. Some of the students'
alternative conceptions already identified, and available in literature, were
the basis of an instrument devised to analyse chemistry textbooks used in
secondary and tertiary education. This paper presents and discusses typical
problematic language found in student textbooks in the light of students'
current frameworks of understanding as described in literature.
Education: Research and Practice in Europe 1(2), 227-236