High-School Students’ Conceptual Difficulties and Attempts at Conceptual Change: The Case of Basic Quantum Chemical Concepts

This study tested for deep understanding and critical thinking about basic quantum chemical concepts taught at twelfth grade (age 17-18). Our aim was to achieve conceptual change in students. A quantitative study was conducted first (n = 125), and following this 23 selected students took part in semi-structured interviews either individually or in small groups that were allowed to interact under the coordination of the investigators. The planetary Bohr model was strongly favored, while the probabilistic nature of the orbital concept was absent from many students’ minds. Other students held a hybrid model. In some cases, students did not accept that the electron cloud provides a picture of the atom. Many students had not understood the fundamental nature of the uncertainty principle. Finally, the mathematical description of the formation of molecular orbitals caused problems in the case of destructive (antibonding) overlap of atomic orbitals. Our approach to conceptual change employed active and co-operative forms of learning, that are consistent with social-cultural constructivism, and to Vygotsky’s zone of proximal development. It proved effective in a number of cases, and ineffective in others. The variation in students’ approaches was explained on the basis of Ausubel’s theory about meaningful and rote learning and of the ability to employ higher-order cognitive skills. Nevertheless, the methodology used can be useful for all students, irrespective of their behavior in traditional written exams

Constructivism: Defense or a Continual Critical Appraisal – A Response to Gil-Pérez et al.

Abstract. This commentary is a critical appraisal of Gil-Pérez et al.’s (2002) conceptualization of constructivism. It is argued that the following aspects of their presentation are problematic: (a) Although the role of controversy is recognized, the authors implicitly subscribe to a Kuhnian perspective of ‘normal’ science; (b) Authors fail to recognize the importance of von Glasersfeld’s contribution to the understanding of constructivism in science education; (c) The fact that it is not possible to implement a constructivist pedagogy without a constructivist epistemology has been ignored; and (d) Failure to recognize that the metaphor of the ‘student as a developing scientist’ facilitates teaching strategies as students are confronted with alternative/rival/conflicting ideas. Finally, we have shown that constructivism in science education is going through a process of continual critical appraisals

Developing a hypothetical multi-dimensional learning progression for the nature of matter

We describe efforts toward the development of a hypothetical learning progression (HLP) for the growth of grade 7–14 students' models of the structure, behavior and properties of matter, as it relates to nanoscale science and engineering (NSE). This multi-dimensional HLP, based on empirical research and standards documents, describes how students need to incorporate and connect ideas within and across their models of atomic structure, the electrical forces that govern interactions at the nano-, molecular, and atomic scales, and information in the Periodic Table to explain a broad range of phenomena. We developed a progression from empirical data that characterizes how students currently develop their knowledge as part of the development and refinement of the HLP. We find that most students are currently at low levels in the progression, and do not perceive the connections across strands in the progression that are important for conceptual understanding. We suggest potential instructional strategies that may help students build organized and integrated knowledge structures to consolidate their understanding, ready them for new ideas in science, and help them construct understanding of emerging disciplines such as NSE, as well as traditional science disciplines. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:687–715, 2010Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/77521/1/20324_ftp.pd

Developing a new teaching approach for the chemical bonding concept aligned with current scientific and pedagogical knowledge

The traditional pedagogical approach for teaching chemical bonding is often overly simplistic and not aligned with the most up-to-date scientific models. As a result, high-school students around the world lack fundamental understanding of chemical bonding. In order to improve students' understanding of this concept, it was essential to propose a systemic treatment, namely, revising the scientific content, the pedagogical approach, and the assessment methods regarding this concept. Therefore, the main goal of this study was to build a conceptual framework that provides an advanced scientific and pedagogical foundation regarding the chemical bonding concept—one that will guide chemistry curriculum developers as well. A conceptual framework for a new teaching approach was constructed with lead-chemistry teachers, science (chemistry) educators, and research chemists. We suggest that chemical bonding should be taught based on elemental principles and by using the idea of a continuum of bond strengths. Our process includes the formulation of learning goals aligned with current scientific knowledge. Moreover, we suggest that constructing assessment tasks on carefully specified learning goals, which are described in terms of learning performances , may enable educators to foster and examine much deeper levels of students' understanding. © 2007 Wiley Periodicals, Inc. Sci Ed 91: 579–603, 2007Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/56057/1/20201_ftp.pd

Executive functions predict conceptual learning of science

We examined the relationship between executive functions and both factual and conceptual learning of science, specifically chemistry, in early adolescence. Sixty-three pupils in their second year of secondary school (aged 12-13 years) participated. Pupils completed tasks of working memory (Spatial Working Memory), inhibition (Stop-Signal), attention set-shifting (ID/ED), and planning (Stockings of Cambridge), from the CANTAB. They also participated in a chemistry teaching session, practical and assessment on the topic of acids and alkalis designed specifically for the current study. Executive function data was related to a) the chemistry assessment which included aspects of factual and conceptual learning and b) a recent school science exam. Correlational analyses between executive functions and both the chemistry assessment and science grades, revealed that science achievements were significantly correlated with working memory. Linear regression analysis revealed that visuo-spatial working memory ability was predictive of chemistry performance. Interestingly, this relationship was observed solely in relation to the conceptual learning condition of the assessment highlighting the role of executive functions in understanding and applying knowledge about what is learned within science teaching

PROBLEMS AND SOLUTIONS IN CHEMISTRY EDUCATION

As an established research field, chemistry education, is relatively a young one – its origins go back only to the 1970s. The present author has started his engagement with chemistry education since the late 1970s, and as a consequence he has followed the progress of the field over the years. This paper will focus on the challenges (the “problems”) confronting a teacher of chemistry, and on suggestions for solutions as these follow from the findings of educational research, with emphasis on the author’s own research studies. These studies are informed by most of the theoretical and practical tools of chemistry education, such as Piagetian theory, the alternative conceptions or students’ ideas or students’ misconceptions, scientific literacy, context-based learning, cooperative learning, philosophy and history of chemistry, and the effect of the laboratory and new educational technologies. The following are the topics of the reviewed work: teaching and learning science concepts in high school; instructional methodology; secondary chemistry curricula; structural concepts; higher-order cognitive skills (HOCS); problem solving in science, and chemistry in particular; and, last but not least, relevant chemistry education

Concepts of matter in science education

Bringing together a wide collection of ideas, reviews, analyses and new research on particulate and structural concepts of matter, Concepts of Matter in Science Education informs practice from pre-school through graduate school learning and teaching and aims to inspire progress in science education. The expert contributors offer a range of reviews and critical analyses of related literature and in-depth analysis of specific issues, as well as new research. Among the themes covered are learning progressions for teaching a particle model of matter, the mental models of both students and teachers of the particulate nature of matter, educational technology, chemical reactions and chemical phenomena, chemical structure and bonding, quantum chemistry and the history and philosophy of science relating to the particulate nature of matter. The book will benefit a wide audience including classroom practitioners and student teachers at every educational level, teacher educators and researchers in science education