Relating Students' Reasoning to the History of Science: The Case of Chemical Equilibrium

Abstract

In this study, the reasoning of students, who are introduced to the concept of chemical equilibrium, was related to the historical development of this concept. In the first stage of the study, remarkable similarities were observed between students' reasoning on the issue of incomplete chemical conversions and the reasoning of 19th-century scientists, especially when molecular notions were included. In the next stage of the study, some authentic problems and questions, that were essential in the historical development of chemical equilibrium, were presented to students. It appeared that they recognised the significance of these problems and questions. Moreover, most students were eager to fin..