The Teaching of Chemistry: Who Is the Learner?

Goodwin, Alan

doi:10.1039/a9rp90006c

Cited by 11 publications

(7 citation statements)

References 8 publications

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“…Relative humidity values of 100% or higher imply no evaporation Humidity of the surrounding air influences evaporation *Students' alternative conceptions (SAC) and difficulties about evaporation were derived from the following studies: Bar, 1989;Bar and Travis, 1991;Beveridge, 1985;Canpolat, 2006;Chang, 1999;Coştu, 2006;Coştu and Ayas, 2005;Driver et al, 1994;Fredrickson et al, 2006;Garnett et al, 1995;Goodwin, 2000;Gopal et al, 2004;Hatziniktia & Koulaidis, 1997;Henriques, 2000;Johnson, 1998Johnson, , 2005Kruger & Summers, 1989;Lee et al, 1993;Mulford and Robinson, 2002;Novak and Musonda, 1991;Osborne and Cosgrove, 1983;Paik et al 2004;Papageorgiou and Johnson, 2005;Prain et al, 2009;Russell et al, 1989;Tytler, 2000;Tytler and Peterson, 2001, 2005Tytler et al, 2007;Valanides, 2000;Varelas et al, 2006;You and Schallert, 1992. argument, and ideally, be able to explain that concept to other classmates. (c) The new conception must be plausible for it to be accommodated.…”

Section: Evaporation and Humiditymentioning

confidence: 99%

Promoting conceptual change in first year students’ understanding of evaporation

Çoştu¹,

Ayas²,

Níaz³

2010

Chem. Educ. Res. Pract.

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We constructed the PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) teaching strategy, a variant of the classical POE (Predict-Observe-Explain) activity, to promote conceptual change, and investigated its effectiveness on student understanding of the evaporation concept. The sample consisted of 52 first year students in a primary science education department. The students' ideas were revealed by a test consisting of eight questions. The PDEODE teaching strategy was designed on the basis of the students' preconceptions. Conceptual change in students' understanding of evaporation was evaluated by administering the same test as pre-, post and delayed post-test. The test scores were analyzed by both qualitative and quantitative methods. Statistical analysis using general linear model repeated measures of student test scores point to statistically significant differences in pre-, post-, delayed post tests and total scores (p<0.05), suggesting that the strategy helped students to achieve a better conceptual understanding. Further, no statistically significant differences were observed between post-test and delayed post-test scores, suggesting that teaching strategy enabled students to retain their new conceptions in their long-term memory.

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Section: Evaporation and Humiditymentioning

confidence: 99%

Promoting conceptual change in first year students’ understanding of evaporation

Çoştu¹,

Ayas²,

Níaz³

2010

Chem. Educ. Res. Pract.

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“…Regardless, there still seems to be widespread failure in translating and disseminating such outcomes about students' alternative conceptions into practice, which is also the case in many other fields of science education (Costa, Marquez & Kempa, 2000;de Jong, 2000). Moreover, research has also indicated that teachers and teacher trainees themselves often exhibit alternative conceptions in their thoughts and actions, which are similar (or even identical) to their students' conceptions (Goodwin, 2000;de Jong, 2000b;Valanides, 2000aValanides, , 2000b. It has also been frequently observed that even curriculum developers and textbook authors do not always take sufficient care to carefully incorporate important research evidence when preparing teaching and learning materials (Eilks, 2003;Eilks, Möllering, & Valanides, 2009).…”

Section: The Potentially Misleading Character Of Visualisations Of the Sub-microscopic Domain From Textbooks And The Internetmentioning

confidence: 99%

The Role and Potential Dangers of Visualisation when Learning about Sub-Microscopic Explanations in Chemistry Education

Eilks¹,

Witteck²,

Pietzner³

2018

CEPSj

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The core of theory-driven chemistry education consists of the constant shift between the different representational domains of chemical thinking: the macroscopic, the sub-microscopic, and the symbolic domains. Because the sub-microscopic domain can neither be seen nor directly visualised, it requires specific forms of visualisation, i.e. pictures andanimations illustrating the model-based level of discrete particles, atoms, or molecular structures. This paper considers the central role visualisations play when learning about the model-based, sub-microscopic level, but it also reflects the dangers inherent in employing insufficiently examined, poorly considered, or even misleading visualisations. This is outlined using different examples taken from both textbooks for lower secondary chemistry education (for students aged 10 to 15) and from the internet. Implications for structuring and using sub-micro visualisations in chemistry education are also given.

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“…From the literature review (Banerjee, 1991;Tulberg et al, 1994;;Quílez-Pardo and Solaz-Portolés, 1995;Haidar, 1997;Lee, 1999;Goodwin, 2000;de Jong et al, 2002;Davis et al, 2006;Abell, 2007;Cheung, 2009aCheung, , 2009bCheung et al, 2009;Lin et al, 2000), it is evident that preservice and in-service chemistry teachers worldwide may not be receiving adequate training as beginning teachers. For example, in Yemen, Haidar (1997) assessed 173 preservice chemistry teachers' understandings of the concept of relative atomic mass using two open-ended questions: (1) What do we mean when we say that the atomic mass of iron is 55.85?…”

Section: Subject Matter Knowledgementioning

confidence: 99%

Using diagnostic assessment to help teachers understand the chemistry of the lead-acid battery

Cheung

2011

Chem. Educ. Res. Pract.

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Nineteen pre-service and in-service teachers taking a chemistry teaching methods course at a university in Hong Kong were asked to take a diagnostic assessment. It consisted of seven multiple-choice questions about the chemistry of the lead-acid battery. Analysis of the teachers' responses to the questions indicated that they had difficulty in solving problems regarding the recharging reaction at the anode, the direction of electron flow when recharging the battery, and the role of sulfuric acid. A class discussion was conducted to identify the teachers' misconceptions about the chemistry of lead-acid battery. A laboratory experiment was also carried out to help teachers dispel their misconceptions.

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The Teaching of Chemistry: Who Is the Learner?

Cited by 11 publications

References 8 publications

Promoting conceptual change in first year students’ understanding of evaporation

Promoting conceptual change in first year students’ understanding of evaporation

The Role and Potential Dangers of Visualisation when Learning about Sub-Microscopic Explanations in Chemistry Education

Using diagnostic assessment to help teachers understand the chemistry of the lead-acid battery

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