THE PRESENTATION OF GAS PROPERTIES IN CHEMISTRY TEXTBOOKS AND AS REPORTED BY SCIENCE TEACHERS

The presentation of gas properties in terms of the qualitative-quantit ative mode and gas law sequence is examined by means of an analysis of 14 chemistry textbooks used in Australian secondary schools and of qu estionnaires on teaching approaches completed by 104 secondary science teachers. The findings indicate that current pedagogic practice invol ves minimal use of the qualitative relationships of the gas laws and m oderate use of a simple-to-complex sequence. Given the conceptual comp lexity of the gas laws, the authors support a presentation approach wi th increased use of qualitative exercises and, in the initial stage at least, the use of a complex-to-simple model where the interrelationsh ips among the gas laws are easier to establish.