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

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

Chemical education and educational technologies’: an inter-university program for graduate studies

In response to the general directive by the Greek Ministry of Education for the development of inter-university programs of graduate studies in Greece, the Chemistry Departments of the Universities of Athens, Thessaloniki and Ioannina, and the Department of Chemical Engineering of the National Technical University of Athens have initiated a program for graduate studies entitled “Chemical Education and New Educational Technologies”. The goal of the program is to provide scientific and educational training at graduate level to serving and prospective secondary chemistry teachers in Greece. For 1998-99 and for 1999-00 thirty-five and thirty-seven students respectively were selected and are attending the courses taught in Athens and in Thessaloniki. The two-year study leads to the master’s degree, after which the students can continue for the doctor’s degree in any of the participating departments. During the first three semesters, every student has to attend taught courses, and to do practical work in science and in educational technology; in addition, in the second year he/she has to carry out a small research educational project. It is hoped that our students will be able to transfer the chemical knowledge in a more efficient way, taking advantage of (a) the guidelines offered by research in chemistry and science education and (b) the vast development of new educational technologies

ANALOGIES IN CHEMISTRY TEACHING AS A MEANS OF ATTAINMENT OF COGNITIVE AND AFFECTIVE OBJECTIVES:

ABSTRACT: A longitudinal study of the use of chemical analogies and their effect on cognitive and affective factors of tenth- and eleventh-grade Greek students in a naturalistic setting is reported. Attention was paid to the structural correspondence between the analogue and the target. Regarding the analogue domain, emphasis was placed on using analogies with a strong and familiar social context. An experimental-control group design was adopted. Although it is difficult to separate the direct effect of the analogies from the social relevance and the enjoyment factors, our findings from questions set immediately after the introduction of each analogy, as well as from final examinations, provide evidence for the possible usefulness of the long-term use of analogies in the teaching of chemistry. Gender was found to make no difference. Analogies can be more effective for lower cognitive development students. A positive affective effect to most students was also found. Both developmental level and motivational trait play a definitive role, with the concrete students on the one hand, and the curious students on the other found to be more favourably disposed to this teaching strategy. Finally, recommendations for the proper and effective use of analogies in chemistry teaching are made. [Chem. Educ. Res. Pract.: 2004, 5, 33-50

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