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This study examined how analogies influence third-year senior high school students' views of dynamic chemical equilibrium. Six participants willingly shared their understanding of the concepts of chemical equilibrium through semi-structured questionnaires distributed before and after a teaching session. The example aimed to show students how their misconceptions about chemical equilibrium correlate with other logical scenarios. The study's findings demonstrated that a student's capacity to comprehend and relate the analogous events to the target concepts being taught and their ability to handle the computations required by the analogy are crucial factors in determining whether they would succeed. Teachers must help students connect the analogy and the primary concepts to include them in their lesson plans. Teachers should also help students with the calculations needed for the simulation by providing guidance and support. This will help students comprehend and apply the ideas of chemical equilibrium in real-world situations.
Mensah et al. (Thu,) studied this question.