An appendix contains a list of 34 HPC articles, published in journals out of this field. A list of 47 academic journals, open for such kind of articles, is presented. This reference list contains 150 articles published in 30 scholarly journals. Hopefully all the papers in the field of History and Philosophy of Chemistry (HPC), published in 2006, are listed in the present bibliography. A possible redefinition of kilogram as a multiple of the standard nuclide mass is also briefly discussed.Keywords: First-Year Undergraduate/General High School/Introductory Chemistry Physical Chemistry Public Understanding/Outreach Misconceptions/Discrepant Events Nomenclature/Units/Symbols Stoichiometry It is also proposed that the definition of the mole is first presented for nuclides and then generalized for poly-isotopic elements and chemical compounds. In the present article, the definitions are discussed, and the following adjustments are suggested: (i) the feature that classifies carbon-12 for the definition as the standard be its abundance, (ii) Avogadro’s number should refer directly to the standard nuclide sample, (iii) the definition of the mole be based on Avogadro’s number, and (iv) the term amount of substance be replaced by the collection or quantity of microentities. If these definitions are adjusted for teaching purposes, understanding could be improved. The origin of these problems is found in the concept definitions. Numerous articles have been published that address problems encountered in teaching basic concepts of chemistry such as the atomic mass unit, Avogadro’s number, and the mole. It also exemplifies how a concept map of a specific scientific concept can also be a useful analytical tool in educational research. The study once again manifested the significance of teaching for conceptual understanding in science education. The two components provide one explanation for students' algorithmic learning and their confusion in learning about the mole, and serve as concrete suggestions for improving classroom instruction. Two critical components for a conceptual understanding of the mole emerged: (1) the number aspect of the mole needs to be justified by its mass aspect, and (2) the connection between molar mass and relative atomic/molecular mass needs to be explicitly explained. Although the students were able to solve relevant problems, they could not coherently explain the relations among the concepts. Conceptually, the number aspect of the mole, that is, Avogadro's number, was emphasized the concept of molar mass was introduced without meaningfully connecting it to the concept of relative atomic/molecular mass. The findings show that during the lessons on the mole, most of the time was spent on solving stoichiometric problems. Data analysis was based on a concept map and focused on how two key ideas were presented in the lessons and perceived by the students: (1) the definition of the mole, and (2) the concept of molar mass. By means of videotaping and interviews, the case studies explored how the mole is presented and conceptualized in two secondary classrooms in two different countries, Australia and Taiwan. The purpose of this study was to pinpoint the problems which emerge in the teaching and learning process, and provide integrated suggestions for classroom instruction. However, previous research has shown that teaching and learning the concept are challenging tasks for both teachers and students. The amount of substance and its unit the mole is a basic concept in chemistry.

Periodic table molar mass