Developing secondary students’ conceptions of chemical reactions: The introduction of chemical equilibrium

Abstract

This article describes an empirical study concerning the introduction of the chemical equilibrium concept in chemistry classrooms in a way which challenges secondary students’ initial conceptions of chemical reactions. The objectives of this study were to identify the types of reasoning students use in this context and to develop teaching strategies which promote conceptual change in this respect. As a grounded theory approach was adopted, the study included three research cycles. In each cycle, a field experiment was carried out which involved the design and implementation of an experimental course. Data consisted mainly of audiotapes of classroom situations and the written responses of gro..