HIGHLIGHTS
SUMMARY
There have been many studies investigating misconceptions adopted by students, exploring what the science-related misconceptions are, why they are developed by the students in the first place, and how they can be addressed (Bahar, 2003; Gilbert and amp; Watts, 1983; Gil-Perez and Carrascosa, 1990; Gurel et_al, 2015; Treagust, 1988). Chemical equilibria has therefore formed the basis of many studies investigating misconceptions, specifically regarding students in the later stages of secondary education, or even at undergraduate level (Kind, 2004; Nakhleh, 1992; Gorodetsky and amp; Gussarsky, 1986; Satriana et_al, 2018; Karpudewan et_al, 2015; Geban . . .
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