American Chemical Society, Journal of Chemical Education, 1(91), p. 59-65, 2013
DOI: 10.1021/ed3002336
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A novel didactic sequence is proposed for the teaching of chemical equilibrium. This teaching sequence takes into account the historical and epistemological evolution of the concept, the alternative conceptions and learning difficulties highlighted by teaching science and research in education, and the need to focus on both the students’ learning process and the knowledge to learn.