Chemistry Teachers’ Causal Knowledge of Chemical Equilibrium
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Hee Choi [2] ; Seoung-Hey Paik [1]
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[1] Korea National University of Education
Korea National University of Education
Corea del Sur
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[2] Jincheon High School, Republic of Korea
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 103, Nº 1, 2026
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Chemical equilibrium is conceptually difficult because its dynamic molecular basis is not directly observable at the macroscopic level. Although research has often focused on students’ misconceptions, teachers’ causal knowledge has received less attention despite its importance in shaping instruction. This study investigated 22 chemistry teachers in South Korea who constructed Scratch-based simulations of equilibrium to externalize their reasoning. Analysis of their programming codes, guided by Chi’s PAIR-C framework, revealed recurring features of individualistic thinking: attributing intentionality to particles, projecting macroscopic patterns onto submicroscopic interactions, and fragmenting equilibrium rules into separate processes. Collaborative modeling and peer discussion enabled some groups to shift toward collective thinking, producing simplified codes based on unified rules that reflect emergent processes. In contrast, groups addressing complex multicomponent systems struggled to integrate multiple reactions and retained fragmented approaches. These findings suggest that conceptual change is facilitated when teachers decompose concepts, identify variables, and emphasize unified rules. The study contributes by showing how programming-based modeling can reveal teachers’ reasoning, foster conceptual change through collaboration, and identify barriers such as rule fragmentation. Overall, programming-based simulations show strong potential as tools to support teachers in developing a robust understanding of equilibrium as an emergent process.
