A Coherent Conceptual Structure of the Chemistry Curriculum

Vos, Wobbe de; Berkel, Berry van; Verdonk, Adri H.

doi:10.1021/ed071p743

Cited by 23 publications

(17 citation statements)

References 14 publications

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“…Noen begreper må man arbeide kontinuerlig med gjennom hele kjemistudiet for å oppnå en dypere og mer konseptuell forståelse (de Vos, van Berkel & Verdonk, 1994). Dette gjelder for eksempel begreper som molekyler, stoff, løsninger og mol.…”

Section: Begrepsforståelse Og Språk I Laering Om Kjemiske Reaksjonerunclassified

Lærerstudenters misoppfatninger og læring om kjemiske reaksjoner

Haugan

Holand²

2021

NorDiNa

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This study has addressed misconceptions and the learning process of chemical reactions. 14 student teachersperformed a written test consisting of 28 multiple choice questions and after participating in fivechemistry classes the students were interviewed individually focusing on misconceptions and experiencedlearning events. Several misconceptions and hindrances for the learning of chemical reactions were identified.Some of these are previously identified, but two were more surprising; Three out of 13 studentswere confused when switching between the terms chemical “reaction” and chemical “change”, a confusiongenerated by a chemistry textbook. In addition, one student mixed up the symbolic meaning of theletter “C” in NaCl to C for the element carbon. Another student learned the profound difference betweentwo states of a substance when the symbols (aq) and (l) were used to differ between “dissolved in water”and “liquid”. Finally, the students identified dialogue and laboratory work as important for their learningof chemical reactions.

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Section: Begrepsforståelse Og Språk I Laering Om Kjemiske Reaksjonerunclassified

Lærerstudenters misoppfatninger og læring om kjemiske reaksjoner

Haugan

Holand²

2021

NorDiNa

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“…Recent research in school chemistry curricula suggested that an underlying, coherent structure of chemical concepts that students are supposed to learn for the purposes of explaining and predicting chemical phenomena was almost universal (De Vos et al 1994). The authors analyzed current and post-war textbooks and syllabi representative of secondary chemistry education in most Western countries trying to find why they are so remarkably similar.…”

Section: Chemistry and Educationmentioning

confidence: 99%

Teaching Modern Chemistry through ‘Recurrent Historical Teaching Models’

Chamizo

2007

Sci Educ

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Abstract. Today there are little more of 3 million chemist all over the world producing about 800,000 papers a year. They produce new substances -from some hundreds in 1800 to about 20 million now -the vast majority artificial. This rate is growing quite fast. Once the majority of chemistry teachers all over the world used textbooks as the main (sometimes the only) source of information, we became, without wanting to... history teachers! If 'scientific literacy' is the aim of science lessons in school, it is much more than the literacy now developed in science classrooms. It must include an understanding of the nature and process by which scientific activities are carried out. Recognition of the exponentially chemistry knowledge growth and the incompleteness of the current chemistry textbooks are thus intimately related to recognition of the need for recurrent historical teaching models.

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“…To understand chemistry, it is necessary to learn the terminology of it and to associate it with chemical principles and concepts (DeVos, Van Berkel, & Verdonk, 1994;Jensen, 1998;Suits, 2000). When the chemical terminology and the organization of it structured well for the students, it is easier for them to learn the new information (Sarma, 2006).…”

Section: Introductionmentioning

confidence: 99%

How to Improve Students' Comprehension concerning the Major Terms of Functional Groups?--In the Experiment of OrCheTaboo Game

Akkuzu

Uyulgan

2016

IJHE

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In this research, for an effective learning of concepts in the scope of functional groups in organic chemistry, it has been developed as "Organic Chemistry Taboo (OrCheTaboo)" which is an educational activity by the researchers. The aim of this study is to analyze the effect of the game OrCheTaboo on learning of concepts related to functional groups. The study group of the research consists of 62 students who took the Organic Chemistry Laboratory Course in the spring term and they enrolled in the Department of Secondary Science and Mathematics Education of a Faculty of Education at a state university in Turkey. Quasi-experimental design with pretest-posttest control group has been used. As a result, the game OrCheTaboo gives the opportunity to be in conceptual development processes like describing the terms to the students, identifying from the other terms or establishing its similar characteristics with the other terms, put their relation forward. Because of these characteristics, while turning the complicated and difficult terms, the game has a positive and active role.

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A Coherent Conceptual Structure of the Chemistry Curriculum

Abstract: A PhD research project to explicate a conceptual structure of chemistry curricula.

Cited by 23 publications

References 14 publications

Lærerstudenters misoppfatninger og læring om kjemiske reaksjoner

Lærerstudenters misoppfatninger og læring om kjemiske reaksjoner

Teaching Modern Chemistry through ‘Recurrent Historical Teaching Models’

How to Improve Students' Comprehension concerning the Major Terms of Functional Groups?--In the Experiment of OrCheTaboo Game

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