Dr de Berg has lecturing and research interests in physical and inorganic chemistry, chemistry education, and science and Christian faith. His initial interest in chemistry research focused on the measurement of oxygen tracer diffusion coefficients in lead silicates but more recently his focus has been on the thermodynamics and kinetics of ligand substitution reactions of transition metal complexes.
The interest in chemistry education involves issues in the teaching and learning of chemistry and the role of history and philosophy of science in chemistry education. The most recent interest in science and Christian faith has been a review of the design hypothesis.
Dr de Berg’s publications include a book, chapters in books, and journal articles. He has supervised or examined theses at the honours, masters, and doctoral levels.
de Berg, K. C. (2022). Student thinking profiles within a small group addressing problems in thermodynamics as part of a physical chemistry unit: reflections for students and instructors. Chemistry Education Research and Practice, 23(3), 628-643. https://doi.org/10.1039/D1RP00336D
de Berg, K. C. (2021). An analysis of the difficulties associated with determining that a reaction in chemical equilibrium is incomplete. Foundations of Chemistry, 23(2), 253-275. https://doi.org/10.1007/s10698-020-09393-1
Boddey, K., & de Berg, K. C. (2018). A framework for understanding student nurses' experience of chemistry as part of a health science course. Chemistry Education Research and Practice, 19(2), 597-616. doi:10.1039/C7RP00217C
de Berg, K., Maeder, M., & Clifford, S. (2017). The thermodynamic formation constants for iron(III) thiocyanate complexes at zero ionic strength. Inorganica Chimica Acta, 466, 249-253. doi:10.1016/j.ica.2017.06.017
de Berg, K., Maeder, M., & Clifford S. (2016). A new approach to the equilibrium study of iron(III) thiocyanates which accounts for the kinetic instability of the complexes particularly observable under high thiocyanate concentrations. Inorganica Chimica Acta, 445, 155-159. doi:10.1016/j.ica.2016.02.052
Morton, J. K., Ward, E. J., & de Berg, K. C. (2015). Potential Small- and Large-Scale Effects of Mechanical Beach Cleaning on Biological Assemblages of Exposed Sandy Beaches Receiving Low Inputs of Beach-Cast Macroalgae. Estuaries and Coasts, 38(6), 2083-2100. doi:10.1007/s12237-015-9963-1
Kilgour, P., Hinze, J., Petrie, K., Long, W., & deBerg, K. (2015). Role-playing: A smorgasbord of learning types. International Journal of Innovative Interdisciplinary Research, 3(1), 11-24. Retrieved from http://www.auamii.com/jiir/Vol-03/Issue%201/2Kilgour.pdf
de Berg, K. C. (2015). Foundations of and challenges to electrolyte chemistry. Foundations of Chemistry, 17(1), 33-48. doi:10.1007/s10698-015-9219-y
Boddey, K. & de Berg, K. (2015). The impact of nursing students' prior chemistry experience on academic performance and perception of relevance in a health science course. Chemistry Education Research and Practice, 16(2), 212-227. doi:10.1039/C4RP00240G
Croft, M., & de Berg, K. C. (2014). From common sense concepts to scientifically conditioned concepts of chemical bonding: An historical and textbook approach designed to address learning and teaching issues at the secondary school level. Science and Education, 23(9), 1733-1761. doi:10.1007/s11191-014-9683-0
de Berg, K. C. (2014). Teaching chemistry for all its worth: The interaction between facts, ideas, and language in Lavoisier's and Priestley's chemistry practice: The case of the study of the composition of air. Science and Education, 23(10), 2045-2068. doi:10.1007/s11191-014-9712-z
de Berg, K. C. (2014). The significance of the origin of physical chemistry for physical chemistry education: the case of electrolyte solution chemistry. Chemistry Education Research and Practice, 15(3), 266-275. doi:10.1039/C4RP00010B
de Berg, K. (2013). Living with simplicity and complexity: From social comment and scientific epistemology to Christian understanding. Christian Spirituality and Science, 9(1), 17-31. Retrieved from https://research.avondale.edu.au/css/vol9/iss1/2
de Berg, K. C. (2012). Using the origin of chemical ideas to enhance an understanding of the chemistry of air: issues and challenges for including mathematics in the teaching and learning of chemistry. Educacion Quimica, 23(2), 265-270. doi:10.1016/S0187-893X(17)30153-2
de Berg, K. C. (2012). A study of first-year chemistry students' understanding of solution concentration at the tertiary level. Chemistry Education Research and Practice, 13(1), 8-16. doi:10.1039/c1rp90056k
de Berg, K. C. (2011). Raoult's law: a reinterpretation for concentrated strong 1:1 electrolyte solutions. Australian Journal of Education in Chemistry, 2011(71), 15-18.
de Berg, K. C. (2011). Joseph Priestley across theology, education, and chemistry: An interdisciplinary case study in epistemology with a focus on the science education context [Special issue]. Science and Education, 20(7-8), 805–830. doi: 10.1007/s11191-010-9270-y
Carruthers, R., & de Berg, K. C. (2010). The use of magnets for introducing primary school students to some properties of forces through small-group pedagogy. Teaching Science, 56(2), 13-17.
de Berg, K. C. (2010). Tin Oxide Chemistry from the last decade of the Nineteenth Century to the first decade of the Twenty-First Century: Towards the development of a big-picture approach to the teaching and learning of Chemistry while focussing on a specific compound or class of compounds. Science and Education, 19(9), 847–866. https://doi.org/10.1007/s11191-010-9247-x
de Berg, K. C. (2009). Towards enhancing science as inquiry: A case study from inorganic chemistry. Australian Journal of Education in Chemistry, 2009(70), 23-30.
de Berg, K. C. (2008). Tin oxide chemistry from Macquer (1758) to Mendeleeff (1891) as revealed in the textbooks and other literature of the era. Science and Education, 17 (2-3), 265-287.doi:10.1007/s11191-006-9067-1
de Berg, K. C. (2008). The concepts of heat and temperature: The problem of determining the content for the construction of an historical case study which is sensitive to nature of science issues and teaching–learning issues. Science and Education, 17(1), 75-114. https://doi.org/10.1007/s11191-006-9040-z
de Berg, K. C. (2006). The status of constructivism in chemical education research and its relationship to the teaching and learning of the concept of idealization in chemistry. Foundations of Chemistry, 8(2), 153-176. https://doi.org/10.1007/s10698-006-9010-1
de Berg, K. C. (2006). What happens when salt dissolves in water? An introduction to scientific argument and counter argument drawn from the history of science. Teaching Science, 52(1), 24-27.
de Berg, K. C. (2006). The kinetic-molecular and thermodynamic approaches to osmotic pressure: A study of dispute in Physical Chemistry and the implications for Chemistry education. Science and Education 15(5), 495–519. https://doi.or/10.1007/s11191-005-8921-x
de Berg, K. C. (2004). The development and use of a pedagogical history for a key chemical idea: the case of ions in solution. Australian Journal of Education in Chemistry, 2004(64), 16-19.
de Berg, K. C. (2003). Approaching a study of the periodic table from a nature of science perspective. Australian Journal of Education in Chemistry, 2003(61), 9-13.
de Berg, K. C., & Chapman, K. J. (2001). Determination of the magnetic moments of transition metal complexes using rare earth magnets. Journal of Chemical Education, 78(5), 670-673. doi:10.1021/ed078p670
de Berg, K. C. (2001). Difficulties in interpreting alkali metal trends at the senior chemistry level. The Australian Science Teachers Journal, 47(4), 47-48.
de Berg, K. C. , & Greive, C. E. (1999). Understanding the siphon: An example of the development of pedagogical content knowledge using textbooks and the writings of early scientists. Australian Science Teachers Journal, 45(4), 19-26.
Greive, C., de Berg, K. C. & Treagust, D. J. (1999). Pre-service nurses' understanding of blood pressure and the use of the Sphygmomanometer. Advances in Health Sciences Education, 4(2), 175-186. doi:10.1023/A:1009845401368
de Berg, K. C. (1997). The development of the concept of work: A case where history can inform pedagogy. Science & Education, 6(5), 511–527. https://doi.org/10.1023/A:1008642713225
de Berg, K. C., & Chapman, K. (1996). Determination of the molar volume of hydrogen from the metal-acid reaction: An experimental approach. Australian Science Teachers Journal, 42(3), 58-59.
de Berg, K. C. (1995). Student understanding of the volume, mass, and pressure of air within a sealed syringe in different states of compression. Journal of Research in Science Teaching, 32(8), 871-884. https://doi.org/10.1002/tea.3660320809
de Berg, K. (1995). Science focus: The Salter's approach. Australian Science Teachers Journal, 41(2), 39-45.
de Berg, K. C. (1995). Revisiting the pressure-volume law in history-what can it teach us about the emergence of mathematical relationships in science? Science and Education, 4(1), 47-64. https://doi.org/10.1007/BF00486590
Greive, C., & de Berg, K. C. (1994). An examination of the predictions and explanations of pre-service nurses across a range of contexts involving the same principles of fluid physics: A preliminary study. Research in Science Education, 24(1), 112–120. doi: 10.1007/BF02356335
de Berg, K. C., & Treagust, D. F. (1993). The presentation of gas properties in chemistry textbooks and as reported by science teachers. Journal of Research in Science Teaching, 30(8), 871-882. https://doi.org/10.1002/tea.3660300806
de Berg, K. C. (1992). Students’ thinking in relation to pressure‐volume changes of a fixed amount of air: The semi‐quantitative context. International Journal of Science Education, 14(3), 295-303. doi: 10.1080/0950069920140306
de Berg, K.C., & Treagust, D.F. (1992). The presentation sequence of gas properties by physics textbooks and science teachers' reports. Australian Science Teachers Journal, 38(2), 70-75.
de Berg, K. C. (1992). Mathematics in science: The role of the history of science in communicating the significance of mathematical formalism in science. Science and Education, 1(1), 77–87. https://doi.org/10.1007/BF00430211
de Berg, K. (1990). Semi-quantitative exercises illustrating the effect of pressure and volume changes for fixed amounts of air. The Australian Science Teachers Journal, 36(2), 60-63.
de Berg, K. (1990). The historical development of the pressure-volume law for gases. The Australian Science Teachers Journal, 36(1), 14-20.
de Berg, K. C. (1987). Laboratory stations in electrochemistry. The Australian Science Teachers Journal, 33(1), 55-57.
de Berg, K. (1986). Fundamental calculations with the Mole. The Australian Science Teachers Journal, 32(1), 29-36.
Annice, C., & de Berg, K. C. (1986). Preparing pre-service teachers to teach mathematics in Aboriginal community schools: A Christian perspective. Journal of Christian Education, (85), 45-52.
de Berg, K. C. (1986). Text book analysis of the mole and its concepts. A teaching-learning perspective. The Australian Science Teachers Journal, 31(4), 33-43.
de Berg, K. (2019). The Iron(III) Thiocyanate Reaction: Research History and Role in Chemical Analysis. Berlin, Germany: Springer. doi:10.1007/978-3-030-27316-3
Greive, C., de Berg, K., & Treagust, D. (2010). Preservice nurses’ understanding of fluid dynamics: Explanations in relation to breathing, blood flow and related phenomena. Saarbrücken, Germany: VDM Verlag Dr. Müller.
de Berg, K. C., & McIver, R. K. (2020). Beliefs about the creation of the world among teachers in Adventist schools in Australia and the Solomon Islands. In R. McIver, S. Hattingh & P. Kilgour (Eds.). Education as preparation for eternity: Teachers in Seventh-day Adventist schools in Australia and the Solomon Islands and their perceptions of mission. Cooranbong, Australia: Avondale Academic Press.
de Berg, K. C. (2014). The place of the history of chemistry in the teaching and learning of chemistry. In M. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (pp. 317-341). Dordrecht, The Netherlands: Springer.
de Berg, K. C. (2013). Arrhenius and Armstrong: How active opponents in the history of chemistry became major contributors to modern electrolyte chemistry. In C. C. Silva & M. E. B. Prestes (Eds.), Learning science and about its nature: Historical and philosophical approaches (pp. 83-95). Sao Paulo, Brazil: University of Sao Paulo Press.
de Berg, K. (2008). Conceptual depth and conceptual usefulness in chemistry: Issues and challenges for chemistry educators. In I. V. Eriksson (Ed.), Science education in the twenty-first century (pp. 165-182). New York, NY: Nova Science.
de Berg, K. (2017). Seventh-day Adventism, Geology, and the Flood: An Historical Perspective from 1900 to 2015. In L. Rogers (Ed.), The Biblical Flood: The Context and History of Seventh-day Adventist Understanding. Paper presented at Avondale College of Higher Education, Cooranbong, 9-10 September (pp. 95-136). Cooranbong, Australia: Avondale Academic Press.
Bootsman, C., Rogers, L., & de Berg, K. (2017). Nineteenth-century Adventist understanding of the flood. In L. Rogers (Ed.), The Biblical Flood: The Context and History of Seventh-day Adventist Understanding. Paper presented at Avondale College of Higher Education, Cooranbong, 9-10 September (pp. 61-94). Cooranbong, Australia: Avondale Academic Press.
Bootsman, C., de Berg, K., & Rogers, L. (2014, December 4-7). A study of the Christian public's engagement with the new geology of the 19th century and its implications for the succeeding centuries. Paper presented at the International History, Philosophy and Science Teaching Group Asian Regional Conference, Taipei, Taiwan.
de Berg, K. (2013, June 19-22). The interaction between facts, ideas, and language in Lavoisier's chemistry practice: The case of the study of the composition of air. Paper presented at the International History, Philosophy, and Science Teaching (IHPST) Group 13th Biennial Conference, Pittsburgh, PA.
de Berg, K. C. (2006). Chemistry and the pendulum - What have they to do with each other? Science and Education, 15(6), 619-641. doi:10.1007/s11191-005-5286-0
de Berg, K. C. (1999). Integrating science and scripture: The case of Robert Boyle. In H. Rasi (Ed.),Christ in the Classroom. Paper presented at the International Faith and Learning Seminar, Andrews University, Berrien Spring, Michigan, USA (pp. 81-95). Silver Spring, MD: Institute for Christian Teaching.
de Berg, K. C. (1990). Order and chance in nature and scripture: Towards a basis for constructive dialogue. In H. Rasi (Ed.),Christ in the Classroom. Paper presented at the Faith and Learning Seminar, Avondale College, Cooranbong, NSW, Australia (pp. 111-128). Silver Spring, MD: Institute for Christian Teaching.
de Berg, K. (2016, October). History and philosophy of science inside chemistry: Implications for chemistry education [Review of the book Chemistry education and contributions from history and philosophy of science by Mansoor Niaz]. Science & Education, 25(7-8), 917-922. doi:10.1007/s11191-016-9847-1
de Berg, K. C. (2014). [Review of the book A tale of 7 elements by Eric Scerri]. Science and Education, 23(9), 1953-1956. doi:10.1007/s11191-014-9713-y
