Popularization of Science

Popularization of Science

Common Misconceptions in Teaching Physical Chemistry Concepts and Proposed Solutions to Address Them

Author
Jafar Azamat
Department of Chemistry Education, Farhangian University, Tehran, Iran
10.22034/popsci.2025.499579.1392
Abstract
Purpose: Physical chemistry courses, along with the sections of high school chemistry curriculum related to physical chemistry, are often perceived as some of the most challenging subjects by chemistry students and high school learners. These challenges frequently result in misconceptions. Misconceptions in physical chemistry refer to gaps where learners develop incorrect understandings of fundamental concepts under discussion. Such misconceptions are evident not only among high school students but also at the university level and must be addressed. Method: The research employs a library-based approach, with snowball sampling used for selecting informational resources. In this research, by utilizing the results of previous studies and comparing them with the concrete examples that occurred for the researcher in the classroom, an attempt has been made to identify the reasons for misconceptions in physical chemistry concepts, followed by the presentation of solutions to reduce these misconceptions. Findings: The causes of misconceptions may stem from specific learning demands of these subjects. These include the need for extensive familiarity with mathematics, its descriptive role in physical sciences, the shift from logical to abstract thinking, and the conceptual complexity inherent to the subject. Results: The combined and interconnected effects of factors such as insufficient prior knowledge, inadequate proficiency in the language of instruction, and limited visualization skills make it more difficult for learners to progress in physical chemistry courses. These challenges also complicate the design of effective teaching strategies. This research seeks to identify and address the underlying causes of these misconceptions. By using strategies such as increased familiarity with the specialized vocabulary of the relevant field before delivering the main lesson, conducting practice sessions, introducing the necessary mathematical concepts during the first sessions of the term, and performing initial assessments to determine the learners' academic levels, misconceptions can be reduced.
Keywords
Physical Chemistry Education
Misconceptions
Passive Learning
Visual Literacy
Mathematics
Subjects
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