Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15431
Title: 
Do school texts promote the understanding of inorganic chemistry qualitative analysis?
Authors: 
Issue Date: 
2001
Citation: 
Tan, D. K. C., Goh, N. K., & Chia, L. S. (2001). Do school texts promote the understanding of inorganic chemistry qualitative analysis? Journal of Science and Mathematics Education in Southeast Asia, XXIV(1), 68-82.
Abstract: 
This paper describes the analysis of two commonly used secondary
chemistry textbooks and two practical workbooks in Singapore to
determine if the contents present are consistent with the concepts and
prepositional knowledge, identified by the authors, as essential for the
learning and understanding of O-level qualitative analysis. It was found
that none of the textbooks and workbooks explicitly highlighted all the
reactions involved in the procedures in qualitative analysis. The
omission was likely to give students incomplete or little understanding
of qualitative analysis, resulting in students adopting a cookbook
understanding of qualitative analysis, resulting in students adopting a
cookbook approach to qualitative analysis practical work.
URI: 
ISSN: 
0126-7663
Website: 
Appears in Collections:Journal Articles

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