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Text Book Analysis of the Mole and its Concepts. A Teaching-Learning Perspective

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avondale-bepress.context-key23135412
avondale-bepress.submission-pathsci_math_papers/103
avondale.affiliatede Berg, Kevin
avondale.facultyScience
avondale.reporting.versionPublished Version
dc.contributor.authorde Berg, Kevin C.
dc.date.accessioned2023-11-01T00:33:45Z
dc.date.available2023-11-01T00:33:45Z
dc.date.issued1986-03-01
dc.date.submitted2021-05-30T23:33:01Z
dc.description.abstract<p>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.</p>
dc.identifier.citation<p>de Berg, K. C. (1986). Text book analysis of the mole and its concepts. A teaching-learning perspective. <em>The Australian Science Teachers Journal, 31</em>(4), 33-43.</p>
dc.identifier.issn0045-0855
dc.identifier.urihttps://research.avondale.edu.au/handle/1897/23135412
dc.language.isoen_us
dc.relation.ispartofThe Australian Science Teachers Journal
dc.rights<p>Published with permission from the <a href="http://www.asta.edu.au/">Australian Science Teachers Association</a></p> <p>The Australian Science Teachers Association (ASTA) is the sole copyright holder of <em>Australian Science Teachers Journal</em> 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.</p>
dc.titleText Book Analysis of the Mole and its Concepts. A Teaching-Learning Perspective
dc.typeJournal Article

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