The descriptive and explanatory nature of chemical diagrams does not guarantee understanding

Volunteer non-major chemistry students, taking an introductory university chemistry course (n= 17) were interviewed about their understanding of a variety of chemical diagrams. All the students&rsquo; interviewed appreciated that diagrams of laboratory equipment were useful to show how to set up laboratory equipment. However students&rsquo; ability to explain specific diagrams at either the macroscopic or sub-microscopic level varied greatly. The results highlighted the poor level of understanding that some students had even after completing both exercises and experiments using the diagrams. The connection between the diagrams of the macroscopic level (equipment), the sub-microscopic level (molecular) and the symbolic level (equations) was not always apparent to students. The results indicate a need for chemical diagrams to be used carefully and more explicitly to ensure the learner understanding.<br /

Prospective pedagogy for teaching chemical bonding for smart and sustainable learning

As an important subject in the curriculum, many students find chemistry concepts difficult to learn and understand. Chemical bonding especially is important in understanding the compositions of chemical compounds and related concepts and research has shown that students struggle with this concept. In this theoretical paper based on analysis of relevant science education research, textbooks, and our classroom observations and teaching experiences, the authors argue that the difficulty in learning chemical bonding concepts is associated with the sequence (ionic, covalent and polar covalent bonding) in which students are taught because this sequence receives little support from constructivist theories of learning. Consequently, the paper proposes a sequence to teach chemical bonding (covalent, polar covalent and ionic bonding) for effective and sustainable learning. In this sequence, the concepts are developed with minimum reorganisation of previously learned information, using a format which is claimed to be easy for students to learn. For teaching these concepts, the use of electronegativity and the overlap of atomic orbitals for all types of bonding have also been stressed. The proposed sequence and emphasis on electronegativity and atomic orbital overlap meets the criteria for teaching and learning of concepts based on the psychology of learning including the theory of constructivism necessitating the construction of new knowledge using related prior knowledge. It also provides a better linkage between the bonding concepts learned at secondary and tertiary levels. Considering these proposed advantages for teaching, this sequence is recommended for further research into effective and sustainable teaching

Maths for Einstein's Universe Tools for Understanding Modern Reality

Aversion to mathematics is a recognised and widespread problem. Following a review of the literature on this subject, this paper presents an education program which has been developed to test the hypothesis that transferring attention from traditional school arithmetic to a broad range of mathematical skills relevant to modern science at an early age (ages 7-12) will improve students' attitudes to mathematics, reduce the incidence of maths anxiety and prepare students for topics normally introduced at more senior levels. The program entitled Maths for Einstein's Universe includes five modules covering extreme numbers, estimation, probability, vectors and curved space geometry taught through group activities, games and plays. The modules complement appropriate early learning of modern physical concepts from the subatomic world to cosmology. While connected to science, the program aims to provide meaning and comprehension for socially relevant topics from national budgets to pandemics and opinion polls. The program has been trialled in multiple short workshops and extended learning programs as well as training programs for school teachers. Analysis of knowledge and attitude tests and questionnaires from about 170 participants demonstrate strong student enthusiasm and positive learning outcomes in areas normally considered beyond the ability of students in this age group. Trial results were used to identify strategies for enhancing school mathematics based on creation of stronger links between mathematics and science. We summarise results of pilot trials. In the paper we present the results of learning powers of ten and vectors. In total, around 700 participants have trialled Maths Einstein's Universe with nearly 200 hours of teaching for students and teachers

The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level

This case study examined the ability of three first year non-major chemistry students to understand chemical concepts according to Johnstone&rsquo;s three levels of chemical representations of matter. Students&rsquo; background knowledge in chemistry proved to be a powerful factor in their understanding of the submicroscopic level. The results show that modelling ability is not necessarily innate, but it is a skill to be learnt. Each of the students&rsquo; modelling abilities with chemical representations improved with instruction and practice. Generally, as modelling skills improved so did students&rsquo; understanding of the relevant chemical concept. Modelling ability is described according to Grosslight et al.&rsquo;s three&ndash;tiered level and the ability to traverse the three levels of chemical representation of matter.<br /

Development of a Constructivist Model for Teacher Inservice.

In this paper, we consider a model for teacher inservice that is informed by constructlvlsm. Initially, we consider the criteria for identifying conceptual change, briefly examine research on the roles which teachers engage in when implementing innovations, and describing different knowledge bases needed m usmg teaching approaches informed by constructivist referents. Secondly, we describe an inservice programme for science teachers in one high school, and thirdly show how a five-stage model to introduce teaching/learning approaches informed by constructivism was developed

An Intervention Study Using Cognitive Conflict to Foster Conceptual Change

The study involved evaluating the efficacy of a conceptual change instructional programme involving cognitive conflict in (1) facilitating form 2 (grade 8) students’ understanding of algebra concepts, and (2) assessing changes in students’ attitudes towards learning mathematics, in a mixed quantitative-qualitative research design. The results showed that there was significant improvement in students’ achievement in mathematics and students’ attitude towards inquiry of mathematics lessons. Enjoyment remained high even though enjoyment of mathematics lessons showed no change. Changes in students’ understanding (from unintelligible to intelligible, intelligible to plausible, plausible to fruitful) illustrated the extent of changes in their conceptions. Finally, recommendations for future research are proposed