Dificultades conceptuales y epistemológicas del profesorado en la enseñanza de los conceptos de cantidad de sustancia y de mol
In this work we describe the origin and evolution of the meaning of «amount of substance» and mole concepts considering the contributions made by the History of Chemistry. Moreover, we state the serious disagreement on these concepts between Chemistry teachers' present thought and the recommend...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 1999 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | español |
| OAI Identifier: | oai:ddd.uab.cat:1453 |
| Acceso en línea: | https://ddd.uab.cat/record/1453 https://dx.doi.org/urn:doi:10.5565/rev/ensciencias.4067 |
| Access Level: | acceso abierto |
| Sumario: | In this work we describe the origin and evolution of the meaning of «amount of substance» and mole concepts considering the contributions made by the History of Chemistry. Moreover, we state the serious disagreement on these concepts between Chemistry teachers' present thought and the recommendations of the international scientific community. We also draw attention to the didactic implications these epistemological difficulties may have for the teaching of Chemistry. |
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