Threshold Concepts in Analytical Chemistry

• Michael J. Claus ^[1] ; Emanuela Gionfriddo ^[2] ; Jennifer Monahan ^[3] ; Rebecca J. Whelan ^[4] ; Mark F. Vitha ^[5]
  1. [1] Eastern Michigan University

     Eastern Michigan University

     City of Ypsilanti, Estados Unidos

     
  2. [2] University of Toledo

     University of Toledo

     City of Toledo, Estados Unidos

     
  3. [3] Saint Louis University

     Saint Louis University

     Estados Unidos

     
  4. [4] University of Kansas

     University of Kansas

     City of Lawrence, Estados Unidos

     
  5. [5] Drake University

     Drake University

     Township of Lee, Estados Unidos

     

  Mostrar afiliaciones +
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 100, Nº 2, 2023, págs. 427-431
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Interest in “threshold concepts”─ideas that, once mastered, transform a student’s thinking about the discipline─has grown in recent years. Most chemistry educators relate to the idea that “aha” moments can propel students to a new level of understanding and thus help them retain foundational knowledge. Identifying threshold concepts in the various subdisciplines of chemistry can serve as a pedagogical tool when instructors design chemistry courses that guide students from a vague and disconnected understanding of individual course topics to a more nuanced, overarching comprehension of the subdiscipline. In the hopes of sparking a debate on the subject, we use this commentary to suggest three threshold concepts for Analytical Chemistry: (1) Statistics, (2) Molecular interactions, and (3) Chemical equilibria.