Analogies in the teaching of chemical equilibrium: a synthesis/analysis of the literature

Raviolo, Andrés; Garritz, Andoni

doi:10.1039/b901455c

Cited by 27 publications

(19 citation statements)

References 68 publications

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“…That statement has many implications for the way science is taught since as described by Garvin‐Doxas et al “…a new concept cannot be learned until the student is forced to confront the paradoxes, inconsistencies, and limitations of the mental model that already exists in the student's mind” [25]. Different teaching strategies have been reported as a way to overcome incorrect ideas, such as the use of active learning [15, 26] or cooperative learning [27–29], the use of analogies [2, 4, 30], and the use of computer software [31–33]. However, all these teaching strategies may fall short if teachers cannot identify which incorrect ideas students bring to the course.…”

Section: Introductionmentioning

confidence: 99%

Development and analysis of an instrument to assess student understanding of foundational concepts before biochemistry coursework*

Villafañe

Bailey

Loertscher

et al. 2011

Biochem Molecular Bio Educ

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Biochemistry is a challenging subject because student learning depends on the application of previously learned concepts from general chemistry and biology to new, biological contexts. This article describes the development of a multiple-choice instrument intended to measure five concepts from general chemistry and three from biology that are considered prerequisite for biochemistry learning. This instrument is specifically designed with a factor structure that includes three multiple-choice items for each of the eight concepts and the most common incorrect ideas that students could have as distractors. It can be used as a pretest to identify students' incorrect ideas about those concepts and to determine if instruction helps students overcome those incorrect ideas when used as a posttest. Results from a confirmatory factor analysis support a very good fit for an eight-factor solution. This manuscript represents a report on the current state of instrument development. We seek to share our methods and instrument design principles with the broader community.

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Section: Introductionmentioning

confidence: 99%

Development and analysis of an instrument to assess student understanding of foundational concepts before biochemistry coursework*

Villafañe

Bailey

Loertscher

et al. 2011

Biochem Molecular Bio Educ

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show abstract

“…First, because analogies rely on students' understanding of a ''familiar'' analog domain and students enter a classroom with different prior knowledge, analogies are not equally well understood by all students. When students do not understand analogies, analogies are ignored, misinterpreted, or become extra information to learn (Thiele and Treagust, 1992;Venville and Treagust, 1997;Raviolo and Garritz, 2009). Take, for example, a student who was asked why ATP is referred to as cellular ''currency.''…”

Section: Introductionmentioning

confidence: 99%

Biochemistry instructors' perceptions of analogies and their classroom use

Orgill

Bussey

Bodner

2015

Chem. Educ. Res. Pract.

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Biochemistry education relies heavily on students' abilities to conceptualize abstract cellular and molecular processes, mechanisms, and components. From a constructivist standpoint, students build their understandings of these abstract processes by connecting, expanding, or revising their prior conceptions and experiences. As such, biochemistry instructors often use analogies to teach difficult or hard-to-visualize topics to their classes by relating these target concepts to more commonplace analogs with which their students may already be familiar. For example, the binding of an enzyme to its substrate is often compared to a lock and a key; and ATP is frequently referred to as a cellular energy currency in discussions of metabolism and reaction coupling. Although the use of analogies in biochemistry classrooms is fairly common, the specific ways biochemistry instructors use analogies differ from instructor to instructor and class to class. In this article, we discuss biochemistry instructors' perceptions of the use of analogies in their classroom instruction. Specifically, we discuss (1) biochemistry instructors' objectives for using analogies, (2) their perceptions of the potential disadvantages associated with analogy use, (3) the sources of the analogies they use in their classes, and (4) the ways they perceive that analogies should be presented in class to promote student learning of biochemical concepts.

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“…By definition, analogies are models of reality, and as such every analog breaks down somewhere [46]. Furthermore, while analogies can be beneficial to students in understanding concepts, they can also foster alternative conceptions [47][48][49]. Piaget et al [50] argued that analogical reasoning is based on relational similarity that does not develop until early adolescence.…”

Section: Analogical Approachesmentioning

confidence: 99%

Precollege nanotechnology education: a different kind of thinking

Jones

Gardner

Falvo³

et al. 2015

Nanotechnology Reviews

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The introduction of nanotechnology education into K-12 education has happened so quickly that there has been little time to evaluate the approaches and knowledge goals that are most effective to teach precollege students. This review of nanotechnology education examines the instructional approaches and types of knowledge that frame nanotechnology precollege education. Methods used to teach different forms of knowledge are examined in light of the goal of creating effective and meaningful instruction. The developmental components needed to understand concepts such as surface area to volume relationships as well as the counterintuitive behavior of nanoscale materials are described. Instructional methods used in precollege nanotechnology education and the levels at which different nanoscale topics are introduced is presented and critiqued. Suggestions are made for the development of new nanotechnology educational programs that are developmental, sequenced, and meaningful.

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Analogies in the teaching of chemical equilibrium: a synthesis/analysis of the literature

Cited by 27 publications

References 68 publications

Development and analysis of an instrument to assess student understanding of foundational concepts before biochemistry coursework*

Development and analysis of an instrument to assess student understanding of foundational concepts before biochemistry coursework*

Biochemistry instructors' perceptions of analogies and their classroom use

Precollege nanotechnology education: a different kind of thinking

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