Abstract
There are inherent difficulties in a subject like chemistry particularly the notion of a chemical reaction. In this paper the difficulties are discussed from a teaching and learning perspective and from a history of chemistry perspective. Three teaching/learning studies of the incompleteness of the iron(III) thiocyanate reaction in chemical equilibrium are reviewed and it is shown that a recent historical study of the iron(III) thiocyanate reaction has the potential to challenge the interpretation of the incompleteness of the reaction. This establishes a controversial context where students can be introduced to epistemic thinking, that is, how to interrogate chemistry data and form a conclusion which resonates with what we know about the nature of science. A curriculum suggestion for pre-service chemistry teachers is provided.
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de Berg, K.C. An analysis of the difficulties associated with determining that a reaction in chemical equilibrium is incomplete. Found Chem 23, 253–275 (2021). https://doi.org/10.1007/s10698-020-09393-1
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DOI: https://doi.org/10.1007/s10698-020-09393-1