Study of Effects of Disorder approach on Perception of Chemistry Teachers of Entropy Concept

Chemistry is an experimental science and necessity of relationship between basic conceptions of this field and living phenomena are obvious. So, students achieve significant learning that is one of the goals of each educational system. This matter would not be fulfilled unless the teachers have accurate and depth understanding of the conception and be familiar with its scientific application. Colloquial language, expresses and words, using in textbooks, could make a wrong thought in the mind of the teachers that effects on manner of expression of scientific debates in the class and educational approaches. This research involved in manner of chemistry teacher's perception of Entropy concept in living events by a questionnaire and evaluates effects of entropy approach on teacher's belief of this concept and capability of them in extending entropy concept. According to results of this research, most of chemistry teachers, from among various and thermodynamic definitions of entropy, limited to it as in the textbooks, which is directly influence on manner of training entropy concept; this unfamiliarity will restrict them at the time of providing examples of decrease or increase of entropy in reactions. It is seen that teachers attribute entropy to macro object's busy and tumble, and are far from scientific concept of entropy. In fact, definition of entropy creates a macroscopic view in them that are not able to define chemical concepts like entropy in particle and microscopic dimension.