"Atoms Don’t Behave That Way!" – Investigating Student Misconceptions in Stoichiometry and the Mole Concept
Kumar, Sandeep
Professor of Chemistry, and ‘by courtesy of Psychology’, School of Applied and Behavioral Sciences, NIILM University Kaithal Haryana
ORCID: https://orcid.org/0009-0009-0775-698X
Abstract
Misconceptions in chemistry, particularly in stoichiometry and the mole concept, remain persistent challenges in science education. Despite curriculum innovations and technological interventions, many students continue to demonstrate conceptual errors that hinder their understanding of basic chemical processes. This research investigates the prevalence, origin, and nature of misconceptions in stoichiometry and the mole concept among senior secondary and undergraduate students. Drawing on conceptual change theories and integrating indigenous knowledge systems and AI-powered educational tools, the study aims to uncover the underlying cognitive frameworks that lead to these errors. Data was collected from 342 students across different academic levels through diagnostic assessments, interviews, and concept mapping techniques. The study identifies key areas of difficulty and evaluates instructional strategies such as conceptual change texts, visual models, and integrated art-based methods for their effectiveness in addressing misconceptions. The findings offer valuable insights into designing more effective chemistry curricula and teaching methodologies that align with students’ cognitive development.
Keywords: Misconceptions, Stoichiometry, Mole Concept, Chemistry Education, Conceptual Change, Indigenous Knowledge, AI in Education, Diagnostic Assessment
Impact Statement
The study “Atoms Don’t Behave That Way!” – Investigating Student Misconceptions in Stoichiometry and the Mole Concept holds significant implications for chemistry education by uncovering persistent conceptual misunderstandings that hinder learners’ mastery of core chemical principles. By systematically identifying how students misinterpret atomic behavior, proportional relationships, and mole-based calculations, the research provides evidence-based insights for refining pedagogical strategies. The findings emphasize the need for instructional approaches that go beyond rote algorithmic problem-solving to foster conceptual clarity, visual reasoning, and representational fluency. Ultimately, this work not only equips educators with actionable interventions to bridge the gap between symbolic chemical equations and the particulate nature of matter but also contributes to long-term improvements in scientific literacy, enabling students to apply stoichiometric reasoning with accuracy and confidence in both academic and real-world contexts.
About Author
Dr Sandeep Kumar is working as Professor of Chemistry and ‘by courtesy of psychology’ NIILM University Kaithal Haryana, and have more than two decades experience in teaching, research, curriculum development, counselling and leadership. His areas of interest are chemical education, research, behavioural science, teacher education and practices. As resource person, he has conducted more than 225 training programs for the school and higher education teachers. He has been awarded with numerous prestigious National and International Awards. He has participated and presented research articles in more than 200 National and International conferences. He has been invited as keynote speaker, guest of honour, conference chair, and resources person in various National and International Conferences. He is associated with various National and International Organizations.
References
Kumar, S. (2024a). An analysis of common misconceptions in chemistry education and practices. International Journal of Applied and Behavioral Sciences, 1(1), 1–11. https://doi.org/10.70388/ijabs24701
Kumar, S. (2024b). Effect of concept-based cartoons as art integration on alternative concepts in chemical bonding. Shodh Sari-An International Multidisciplinary Journal, 3(3), 286–302. https://doi.org/10.59231/SARI7735
Kumar, S. (2024c). Remediation of chemical bonding misconception through conceptual change text. Edumania-An International Multidisciplinary Journal, 2(3), 63–73. https://doi.org/10.59231/edumania/9056
Kumar, S. (2025a). Incorporating indigenous knowledge systems into the teaching of environmental chemistry. Edumania International Multidisciplinary Journal, 03(02), 94–106.
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Kumar, S. (2025c). Developing effective instructional strategies for teaching organic chemistry reaction mechanisms. Shodh Sari International Multidisciplinary Journal, 04(01), 147–165.
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