The historical development of knowledge about the chemical solutions and its relation to the Kinetic-molecular theory. Educational implications

Abstract

Knowledge about the nature of matter and its properties has got an important role in science education. The curricula in our country include the teaching of the kinetic-molecular theory (KMT), assuming that basic aspects of this theory can be understood, assimilated and used by pupils of compulsory secondary education. At the same time, evidences showing that the learning of the nature of matter presents great difficulties have been accumulated, and the fact that a high proportion of students do not get a proper understanding of basic aspects of nature of matter has been recognised. In this article, we attempt to shed light on this issue by resorting to historical analysis. First, a tour through important milestones that have led to the construction of the KMT is made. Second, theories and models used throughout history to explain the phenomena of dissolution are discussed in relation to the KMT. Finally, some educational implications are formulated.

Keywords

• nature of matter
• kinetic-molecular theory
• chemical solutions
• historical analysis
• compulsory secondary education