Models in chemistry education - A study of teaching and learning acids and bases in Swedish upper secondary schools

Drechsler, Michal

doi:10.5617/nordina.384

Cited by 17 publications

(27 citation statements)

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“…These results call attention to the need for both instruction and assessment to examine students' understanding of the limits of models in chemistry. This call corresponds to past research findings that describe the need for incorporating limits of models in teacher preparation and textbooks (Van Driel and Verloop 1999; Oversby 2000; Justi and Gilbert 2002;Dreschler 2007). The student responses demonstrated here represent a possible outcome of failing to incorporate targeted discussions on the limits of models.…”

Section: Discussionsupporting

confidence: 55%

Looking for links: examining student responses in creative exercises for evidence of linking chemistry concepts

Lewis

2014

Chem. Educ. Res. Pract.

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Assumptive Learning Theory values the active process of linking concepts to promote meaningful over rote learning. To promote meaningful learning, assessment practices that encourage the linking of concepts need to be developed and utilized. Creative Exercises (CEs) have the potential to encourage such links. CEs are an open-ended assessment technique where students are given a single prompt and are asked to describe as many statements as they can that are distinct, correct, and relevant to the prompt. This study describes a qualitative investigation into student responses to CEs for evidence of students linking concepts throughout the course and the nature of the linked concepts. The findings indicate considerable interconnections of content in student responses. Further, students’ efforts toward making connections revealed several misconceptions regarding their understanding of the limits of models. CEs are therefore proposed as a means to encourage students to link concepts and to inform instructors about the links made, both correctly and incorrectly. Finally, to determine the prevalence of the incorrect links, a novel assessment technique is proposed based on students' responses to CEs.

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Section: Discussionsupporting

confidence: 55%

Looking for links: examining student responses in creative exercises for evidence of linking chemistry concepts

Lewis

2014

Chem. Educ. Res. Pract.

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“…Some Spanish university students explained that an electron transfer process (Lewis' model) or an autoprotolysis of solvents (SO 2 ) is not an acid-base process, for example, "It is not an acid-base process", "It is a redox process", or "It is not an acid-base process because there isn't H + or OHor H 3 O + ". Thus, as in many occasions mentioned by other authors (Drechsler 2007;Drechsler and Van Driel 2009;Zoller 1990), the Bronsted-Lowry acid-base process is more recognized by students than other acid-base models. For us, this result is evidence that the university students did not transfer their knowledge about acid-base acquired to new situations, for example, the Lewis' acid-base electron transferences.…”

Section: Consequence Ii: Difficulties In Transferring and Applying Knmentioning

confidence: 62%

Changing How We Teach Acid-Base Chemistry

2020

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We propose explicit and implicit approaches for the teaching of acid-base chemistry based on research into the history and nature of science (NoS). To support these instructional proposals, we identify four rationales for students to understand acid-base processes: daily life, socio-scientific, curriculum, and history of science. The extensive bibliography on misconceptions at all educational levels justifies the need for a change from the usual pedagogical approaches to teaching the acid-base domain (traditionally involving conceptual-focused teaching) to a deeper and more meaningful approach that provides (implicitly or explicitly) a chance to reflect on how scientific knowledge is constructed. Controversial moments in science from 1923, when three researchers (Bronsted, Lowry, and Lewis) independently enunciated two theories from two different paradigms (dissociation and valence electron), underpin our first sequence with an explicit NoS approach for both lower secondary school and upper secondary or university levels. Our inquiry teaching cycle promotes the transformation of a hands-on activity (using cabbage as an indicator) into an inquiry, and subsequently, we use an historical model to propose a sequence of activities based on the modeling cycle of Couso and Garrido-Espeja for lower secondary school. Finally, we identify some implications for a model-focused teaching approach for upper secondary and university levels using more sophisticated models.

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“…One of the constructivism theorems states that the student's knowledge is a result of active operation that is; a construction formed by the learner (Schwab, 1962). It means that through observation, performing experiments and reasoning, students build their own mental models (Drechsler, 2007), develop knowledge and understanding of scientific ideas. Scientific inquiry refers to investigation of problems in similar way in which scientists study the natural world and propose explanations based on the evidence derived from their work.…”

Section: Introductionmentioning

confidence: 99%

Influence of In-service Teacher Training on their Opinions about IBSE

Bernard

Maciejowska

Krzeczkowska

et al. 2015

Procedia - Social and Behavioral Sciences

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The new Polish science curriculum was launched in 2008 and is currently being implemented in upper secondary schools. The new general objectives of education, and students' key competences that should be developed during science classes were defined in this document. The presented competences are in line with those that might be developed by Inquiry Based Science Education (IBSE). IBSE is currently a popular instructional method in many countries and it is being strongly promoted by the European Union. Unfortunately, most of the European Union member countries don't have national strategies in place to support the teachers responsible for implementing IBSE. In the article, a programme of science teacher training course which outline the basics of IBSE techniques was introduced. These course have been developed for polish science teachers basing on the Teachers Education Programme developed within the ESTABLISH project. The effect of the training on the attitude of Polish teachers to IBSE and the impact of training on the perception of selected aspects of IBSE was studied. The research was based on a survey questionnaire conducted among participants of the course before and after the training. The results show current position and degree of implementation of IBSE in Polish schools and the positive and negative factors affecting introduction IBSE into school practice.

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Models in chemistry education - A study of teaching and learning acids and bases in Swedish upper secondary schools

Cited by 17 publications

References 0 publications

Looking for links: examining student responses in creative exercises for evidence of linking chemistry concepts

Looking for links: examining student responses in creative exercises for evidence of linking chemistry concepts

Changing How We Teach Acid-Base Chemistry

Influence of In-service Teacher Training on their Opinions about IBSE

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