Advanced search
Publication Cover
International Journal of Science Education Volume 16, 1994 - Issue 2
Submit an article Journal homepage
111
Views
30
CrossRef citations to date
0
Altmetric
Original Articles

Students’ conceptions of 1 mol and educators’ conceptions of how they teach ‘the mole’

Aina Tullberg Department of Education and Educational Research, University of Gothenburg, Sweden
,
Helge Strömdahl Department of Education and Educational Research, University of Gothenburg, Sweden
&
Leif Lybeck Department of Education and Educational Research, University of Gothenburg, Sweden
Pages 145-156 | Published online: 23 Feb 2007

Citations (30)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (5)

Ilona Södervik, Mirjamaija Mikkilä-Erdmann & Henna Vilppu. (2014) Promoting the Understanding of Photosynthesis Among Elementary School Student Teachers Through Text Design. Journal of Science Teacher Education 25:5, pages 581-600.
Read now
Marissa Rollnick, Judith Bennett, Mariam Rhemtula, Nadine Dharsey & Thandi Ndlovu. (2008) The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium. International Journal of Science Education 30:10, pages 1365-1387.
Read now
Britta Carlsson. (2002) Ecological understanding 1: Ways of experiencing photosynthesis. International Journal of Science Education 24:7, pages 681-699.
Read now
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.
Read now
Helge Strömdahl, Aina Tullberg & Leif Lybeck. (1994) The qualitatively different conceptions of 1 mol. International Journal of Science Education 16:1, pages 17-26.
Read now

Articles from other publishers (25)

Eda Vula & Fatlume Berisha*. (2022) Using Algebraic Manipulations and Analogical Transformations to Problem-Solving of Contextual Chemistry Problems. European Journal of Educational Research 11:3, pages 1781-1796.
Crossref
Simon W. Rees & Megan Bruce. (2022) Inconsistent Language Use in Online Resources Explaining the Mole Has Implications for Students’ Understanding. Journal of Chemical Education 99:7, pages 2446-2450.
Crossref
Andrzej SokolowskiAndrzej Sokolowski. 2021. Understanding Physics Using Mathematical Reasoning. Understanding Physics Using Mathematical Reasoning 145 161 .
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.
Crossref
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.
Crossref
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.
Crossref
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.
Crossref
Christine Johanna Thorn, Kerstin Bissinger, Simon Thorn & Franz Xaver Bogner. (2016) “Trees Live on Soil and Sunshine!”- Coexistence of Scientific and Alternative Conception of Tree Assimilation. PLOS ONE 11:1, pages e0147802.
Crossref
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.
Crossref
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.
Crossref
Georgios Tsaparlis. 2014. Learning with Understanding in the Chemistry Classroom. Learning with Understanding in the Chemistry Classroom 41 61 .
Thomas J. Bussey, MaryKay Orgill & Kent J. Crippen. (2013) Variation theory: A theory of learning and a useful theoretical framework for chemical education research. Chem. Educ. Res. Pract. 14:1, pages 9-22.
Crossref
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.
Crossref
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 .
Roser Pintó. (2005) Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education. Science Education 89:1, pages 1-12.
Crossref
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.
Crossref
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.
Crossref
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
Phil Clements. (2016) ‘What Does “Good” Equal Opportunities Training Look Like?’ A Model Derived from the Experience of Police Trainers and Civilian Support Staff. The Police Journal: Theory, Practice and Principles 73:4, pages 362-378.
Crossref
Ference Marton & Shirley Booth. 1998. The Handbook of Education and Human Development. The Handbook of Education and Human Development 513 541 .
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.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.