Conceptual profile of chemistry: a framework for enriching thinking and action in chemistry education

Abstract

Understanding the nature of chemical thinking and action, as well as their application and impact on our world should be central goals of chemistry education at all educational levels. However, traditional school chemistry is still mostly focused on having students learn the body of declarative knowledge built over the years in the discipline. Achieving changes in curriculum and teaching practices in this context remains a challenging task. Studies in the history and philosophy of the discipline suggest that chemistry has unique characteristics that need to be recognized and considered in chemistry education. Many of these studies point to a pluralism in the discipline, and in the understanding of and about chemistry, that should be characterized and incorporated into our educational models. In this essay, we have attempted to build such a characterization using conceptual profiles theory to propose a framework that can be used to enrich and support the thinking and action of chemistry teachers at all educational levels.

Bringing design practices to chemistry classrooms: studying teachers’ pedagogical ideas in the context of a professional learning community

“…Whereas bringing design to physical science classrooms is sometimes seen as a 'natural fit' (as mentioned in Roehrig, Moore, Wang, & Park, 2012), our findings show this connection is not necessarily explicit for chemistry teachers teaching chemistry. To develop their understanding of the role of design in chemistry, the chemistry teachers of this study, and chemistry teachers in other contexts, may benefit from professional development opportunities addressing the practical (Freire, Talanquer, & Amaral, 2019), technological sides (Bensaude-Vincent, 2009;De Vos, Bulte, & Pilot, 2002) of chemistry. Additionally, our findings show the PLC teachers' need for support in learning to recognise (and perhaps use) opportunities to stimulate student learning in the context of design, as well as in developing practical skills to guide student learning in 'hands-on, learner-centred and project-based' contexts (as also noted by others, incl.…”

Interpol review of controlled substances 2016–2019

“…2018 IUPAC (International Union of Pure and Applied Chemistry) periodic table of the elements and isotopes (IPTEI) including practical applications of isotopic measurements and technologies for forensic science [ 1647 ]; overview of the state of forensic science training and education and future needs [ 1648 ]; the state of forensic science education and practice [ 1649 ]; mobile augmented reality (MAR) assisted chemical education [ 1650 ]; 2019 reinforcing mass spectrometry concepts through an undergraduate laboratory exercise utilizing a direct analysis in real time enabled mass spectrometer [ 1651 ]; method of learning, teaching and assessing forensic peer review [ 1652 ]; state of forensic science with an emphasis on education [ 1653 ]; study looking at training on cognitive processes as an integral part of all forensic education [ 1654 ]; integration of Cloud Technology Integrated Learning with chemistry instruction [ 1655 ]; framework for enriching thinking and action in chemistry education [ 1656 ]; importance of the periodic system in the scientific and technological development of the chemistry [ 1657 ]; experiential learning model using a virtual chemistry laboratory to affect academic achievement [ 1658 ].…”

Multifaceted Chemistry Conceptual Profile of Selected Senior High School STEM Students from a Private School in Manila

“…Students are constantly experiencing difficulties in understanding the multifaceted concepts of chemistry. The major reason for this problem, as stated by Freire, Talanquer, and Amaral (2019), is that chemistry teachers themselves are unaware of chemistry conceptual profile zones and are struggling to productively incorporate contextualized instruction in their lessons. Recognition of the different facet zones in chemistry conception could direct teachers' attention to the development of more genuine and authentic learning experience in chemistry.…”