Text Book Analysis of the Mole and its Concepts. A Teaching-Learning Perspective
Publication Date
Authors
Avondale Authors
Publisher
DOI
Original
Rights
Published with permission from the Australian Science Teachers Association
The Australian Science Teachers Association (ASTA) is the sole copyright holder of Australian Science Teachers Journal and its articles. Please contact the Copyright Agency Limited on +61 2 9394 7600 or [email protected] to obtain/pay for usage of this article.
Version
Review Status
Field of Education
Field of Research
Degree
Department
Faculty
Supervisor
Awarding Institution
Degree
Department
Faculty
Supervisor
Awarding Institution
Abstract
In this paper the concepts underlying the mole are identified and discussed from the perspective of the teaching learning process. Fourteen chemistry textbooks recently or currently in use in Australian secondary schools have been analysed in terms of their descriptions of the mole and its underlying concepts. Such an analysis reveals important trends in the teaching and learning of secondary school chemistry. Calculations using the mole concept are not dealt within this paper but will be discussed in another paper.
Description
Research Statement
Keywords
Citation
de Berg, K. C. (1986). Text book analysis of the mole and its concepts. A teaching-learning perspective. The Australian Science Teachers Journal, 31(4), 33-43.