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International Journal of Science Education Volume 16, 1994 - Issue 1
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Original Articles

The qualitatively different conceptions of 1 mol

Helge Strömdahl Department of Education and Educational Research, University of Gothenburg, Sweden
,
Aina Tullberg Department of Education and Educational Research, University of Gothenburg, Sweden
&
Leif Lybeck Department of Education and Educational Research, University of Gothenburg, Sweden
Pages 17-26 | Published online: 24 Feb 2007

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Chee Leong Wong, Hye-Eun Chu & Kueh Chin Yap. (2014) Developing a Framework for Analyzing Definitions: A study of The Feynman Lectures. International Journal of Science Education 36:15, pages 2481-2513.
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Kira Padilla, Ana María Ponce‐de‐León, Florencia Mabel Rembado & Andoni Garritz. (2008) Undergraduate Professors’ Pedagogical Content Knowledge: The case of ‘amount of substance’. International Journal of Science Education 30:10, pages 1389-1404.
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Carlos Furió, Jenaro Guisasola & JoséM. Almudí. (2004) Elementary electrostatic phenomena: Historical hindrances and students’ difficulties . Canadian Journal of Science, Mathematics and Technology Education 4:3, pages 291-313.
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Britta Carlsson. (2002) Ecological understanding 1: Ways of experiencing photosynthesis. International Journal of Science Education 24:7, pages 681-699.
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CarloS. Furió, RafaeL. Azcona, Jenaro Guisasola & Mary Ratcliffe. (2000) Difficulties in teaching the concepts of 'amount of substance' and 'mole'. International Journal of Science Education 22:12, pages 1285-1304.
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Jennifer M. Case & Duncan M. Fraser. (1999) An investigation into chemical engineering students' understanding of the mole and the use of concrete activities to promote conceptual change. International Journal of Science Education 21:12, pages 1237-1249.
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Aina Tullberg, Helge Strömdahl & Leif Lybeck. (1994) Students’ conceptions of 1 mol and educators’ conceptions of how they teach ‘the mole’. International Journal of Science Education 16:2, pages 145-156.
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Articles from other publishers (24)

Andrés Raviolo, Andrea S. Farré & Nayla Traiman Schroh. (2021) Students' understanding of molar concentration. Chemistry Education Research and Practice 22:2, pages 486-497.
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Vinay Bapu Ramesh, Athavan Alias Anand Selvam, Surabhi Kulkarni, Anusha Dattatreya Manganahalli & Kiran R. Bettadapur. (2020) Designing and Using an Atomic Model Kit with H, C, N, and O Model Atoms Having a Mass Ratio of 1:12:14:16 to Teach the Concept of Mole and Associated Stoichiometric Relationships. Journal of Chemical Education 97:4, pages 986-991.
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Klaus Schmidt-Rohr. (2020) Analysis of Two Definitions of the Mole That Are in Simultaneous Use, and Their Surprising Consequences. Journal of Chemical Education 97:3, pages 597-602.
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Roberto Marquardt, Juris Meija, Zoltan Mester, Marcy Towns, Ron Weir, Richard Davis & Jürgen Stohner. (2017) A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report). Pure and Applied Chemistry 89:7, pages 951-981.
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Su-Chi Fang, Christina Hart & David Clarke. (2016) Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms. Journal of Research in Science Teaching 53:2, pages 181-214.
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Carmen J. Giunta. (2015) The Mole and Amount of Substance in Chemistry and Education: Beyond Official Definitions. Journal of Chemical Education 92:10, pages 1593-1597.
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Su-Chi Fang, Christina Hart & David Clarke. (2014) Redefining the mole: the perspective of teaching and learning. Accreditation and Quality Assurance 20:3, pages 215-217.
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Frank Zenker & Peter Gärdenfors. (2013) Modeling Diachronic Changes in Structuralism and in Conceptual Spaces. Erkenntnis 79:S8, pages 1547-1561.
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Su-Chi Fang, Christina Hart & David Clarke. (2014) Unpacking the Meaning of the Mole Concept for Secondary School Teachers and Students. Journal of Chemical Education 91:3, pages 351-356.
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Georgios Tsaparlis. 2014. Learning with Understanding in the Chemistry Classroom. Learning with Understanding in the Chemistry Classroom 41 61 .
Bülent Pekdağ & Nursen Azizoğlu. (2013) Semantic mistakes and didactic difficulties in teaching the “amount of substance” concept: a useful model. Chem. Educ. Res. Pract. 14:1, pages 117-129.
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Fraser J. Scott. (2012) Is mathematics to blame? An investigation into high school students' difficulty in performing calculations in chemistry. Chem. Educ. Res. Pract. 13:3, pages 330-336.
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Roberto Ma. Gregorius. 2010. Enhancing Learning with Online Resources, Social Networking, and Digital Libraries. Enhancing Learning with Online Resources, Social Networking, and Digital Libraries 167 190 .
Iwona Maciejowska. (2009) CALCULATIONS IN CHEMISTRY: PERMANENT PROBLEM OF STUDENTS AND THEIR TEACHERS. GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6:3, pages 38-43.
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Hans‐Jürgen Schmidt. (2005) Hochschulen und Hochschul‐Prüfungen in Schweden. CHEMKON 12:4, pages 160-164.
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Roser Pintó, Digna Couso & Rufina Gutierrez. (2005) Using research on teachers' transformations of innovations to inform teacher education. The case of energy degradation. Science Education 89:1, pages 38-55.
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James Rogado. (2004) A grandeza quantidade de matéria e sua unidade, o mol: algumas considerações sobre dificuldades de ensino e aprendizagem. Ciência & Educação (Bauru) 10:1, pages 63-73.
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Peter J. FenshamPeter J. Fensham. 2004. Defining an Identity. Defining an Identity 191 199 .
Yehudit J. Dori & Mira Hameiri. (2003) Multidimensional analysis system for quantitative chemistry problems: Symbol, macro, micro, and process aspects. Journal of Research in Science Teaching 40:3, pages 278-302.
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Onno Jong, William R. Veal & Jan H. Driel. 2003. Chemical Education: Towards Research-based Practice. Chemical Education: Towards Research-based Practice 369 390 .
Jazlin V. Ebenezer & Duncan M. Fraser. (2001) First year chemical engineering students' conceptions of energy in solution processes: Phenomenographic categories for common knowledge construction. Science Education 85:5, pages 509-535.
Crossref
Onno De Jong, Fred Korthagen & Theo Wubbels. 1998. International Handbook of Science Education. International Handbook of Science Education 745 758 .
Dorothy Gabel. 1998. International Handbook of Science Education. International Handbook of Science Education 233 248 .
Hans-Jürgen Schmidt. (1997) An alternate path to stoichiometric problem solving. Research in Science Education 27:2, pages 237-249.
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