On the concept “chemical equilibrium”: The associative framework

Abstract

Abstract Word associations were used to map the conception of high school students concerning the concepts “chemical equilibrium” and “equilibrium.” It was found that the preconception of the two concepts was differentiated on noncritical dimensions; “equilibrium” being associated with everyday life experiences and “chemical equilibrium” with general chemical concepts. After studying the subject of chemical equilibrium at school the two concepts merged towards one, i.e., becoming synonymous. This can provide an explanation for misconceptions associated with chemical equilibrium via the transfer of static attributes from “equilibrium” to the dynamic “chemical equilibrium”.