The Presentation of gas Properties in Chemistry Textbooks and as Reported by Science Teachers

Abstract

The presentation of gas properties in terms of the qualitative–quantitative mode and gas law sequence is examined by means of an analysis of 14 chemistry textbooks used in Australian secondary schools and of questionnaires on teaching approaches completed by 104 secondary science teachers. The findings indicate that current pedagogic practice involves minimal use of the qualitative relationships of the gas laws and moderate use of a simple‐to‐complex sequence. Given the conceptual complexity of the gas laws, the authors support a presentation approach with increased use of qualitative exercises and, in the initial stage at least, the use of a complex‐to‐simple model where the interrelationships among the gas laws are easier to establish. Copyright © 1993 Wiley.