Knowledge schemas that guide reasoning about how and why chemical reactions occur Authors Vicente Talanquer Department of Chemistry and Biochemistry, University of Arizona DOI: 10.2436/20.2003.02.247 Keywords: chemical reaction, knowledge schemas, spontaneity, student reasoning Abstract Results from research in chemistry education in the last 50 years provide valuable insights into how students reason about how and why chemical reactions happen. The analysis of these results allows us to infer knowledge schemas that seem to guide student reasoning in this area at different stages in their schooling. This paper describes these dominant knowledge schemas and the conceptual barriers they create during the learning process. This characterization makes explicit the complexity of the understandings we want students to develop and highlights the urgent need for changes in traditional curricula, teaching practices, and assessment strategies in chemistry education. Author Biography Vicente Talanquer, Department of Chemistry and Biochemistry, University of Arizona Profesor en la Universidad de Arizona. Autor o coautor de más de diez libros de primaria y secundaria y de más de cien artículos arbitrados de investigación en educación química y pensamiento docente. Su trabajo se centra en el estudio de las formas de razonamiento de los estudiantes y de los profesores de química. Downloads PDF (Español) Published 2024-03-06 Issue No. 32 (2023) Section Aprenentatge de conceptes i models License The intellectual property of articles belongs to the respective authors.On submitting articles for publication to the journal Educació Química, authors accept the following terms:Authors assign to Societat Catalana de Química (a subsidiary of Institut d’Estudis Catalans) the rights of reproduction, communication to the public and distribution of the articles submitted for publication to Educació Química.Authors answer to Societat Catalana de Química for the authorship and originality of submitted articles.Authors are responsible for obtaining permission for the reproduction of all graphic material included in articles.Societat Catalana de Química declines all liability for the possible infringement of intellectual property rights by authors.The contents published in the journal, unless otherwise stated in the text or in the graphic material, are subject to a Creative Commons Attribution-NonCommercial-NoDerivs (by-nc-nd) 3.0 Spain licence, the complete text of which may be found at https://creativecommons.org/licenses/by-nc-nd/3.0/es/deed.en. Consequently, the general public is authorised to reproduce, distribute and communicate the work, provided that its authorship and the body publishing it are acknowledged, and that no commercial use and no derivative works are made of it.Educació Química is not responsible for the ideas and opinions expressed by the authors of the published articles.
