Models in Explanations of Chemistry: The Case of Acidity

Oversby, John

doi:10.1007/978-94-010-0876-1_12

Cited by 22 publications

(17 citation statements)

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“…One approach might be through a successive introduction of the models in an historical sequence. An example is the sequence of models of acidity/alkalinity: (Oversby, 2000) Such an approach would only have educational value if it were taught with a genuine historicity. That is, in terms of a given model be able to provide certain explanations and being superseded when unable to provide explanations of new facts (Justi & Gilbert, 1999).…”

Section: The Impact Of Models and Modelling On Curriculum Designmentioning

confidence: 99%

Models and Modelling: Routes to More Authentic Science Education

Gilbert

2004

Int J Sci Math Educ

350

202

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It is argued that a central role for models and modelling would greatly increase the authenticity of the science curriculum. The range of ontological states available for the notion of 'model' is outlined, together with the modes available for their representation. Issues in the selection of models for and the development of modelling skills within the model-based curriculum are presented. It is suggested that learning within such a curriculum entails: acquiring an acceptable understanding of what a model is and how modelling takes place; having a developed capacity to mentally visualise models; understanding the natures of analogy and of metaphor, processes which are central to models and modelling. The emphases required in teaching for this learning to be supported are discussed. Finally, implications of the model-based curriculum for teacher education are evaluated. It is concluded that a great deal of detailed research and development will be needed if the potential of this change in emphasis within the science curriculum is to be realised.KEY WORDS: analogy and metaphor, authentic science education, learning models and modelling, model-based curriculum, models and modelling, teacher education for models and modelling, teaching models and modelling CURRENT CHALLENGES TO SCIENCE EDUCATION Many of those countries that currently aspire to achieve and retain prosperous economies place great value on the provision of science education for all citizens, not only during the years of schooling but also throughout life. The pattern of reactions by individuals to these national aspirations is mixed. In some countries the demand for science education is high, yet in others this is far from being the case. What is common across this spectrum of response is a feeling that science education currently faces a range of challenges.Students commonly find the subject -matter of science to be abstract, couched in complex language, and too often of insufficient immediate interest. This can lead to a lower than desired attainment in examinations and hence to a disinclination to continue the study of science beyond what is mandatory. The teaching of science requires a broad range of knowledge at some considerable depth of understanding, conditions often not supported by the 'modular' structures of courses provided by many uni-

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Section: The Impact Of Models and Modelling On Curriculum Designmentioning

confidence: 99%

Models and Modelling: Routes to More Authentic Science Education

Gilbert

2004

Int J Sci Math Educ

350

202

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“…Alkalis could also turn red litmus blue. At the end of the 18th century, bases were defined as any substance that formed a salt during a reaction with an acid (Oversby 2000). (b) The Arrhenius model explains acids on the phenomenological level and on the particle level.…”

Section: Students' Difficulties In Understanding Acid-base Modelsmentioning

confidence: 99%

Experienced Teachers’ Pedagogical Content Knowledge of Teaching Acid–base Chemistry

Drechsler

Driel

2007

Res Sci Educ

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We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in a teacher training course on students' difficulties and the use of models in teaching acid-base chemistry, electrochemistry, and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1) students' difficulties in understanding acid-base chemistry and (2) models of acids and bases in their teaching practice. In the interviews, the teachers were asked to comment on authentic student responses collected in a previous study that included student interviews about their understanding of acids and bases. Further, the teachers drew story-lines representing their level of satisfaction with their acid-base teaching. The results show that, although all teachers recognised some of the students' difficulties as confusion between models, only a few chose to emphasise the different models of acids and bases. Most of the teachers thought it was sufficient to distinguish clearly between the phenomenological level and the particle level. The ways the teachers reflected on their teaching, in order to improve it, also differed. Some teachers reflected more on students' difficulties; others were more concerned about their own performance. Implications for chemistry (teacher) education are discussed.

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“…In the field of chemistry, models at the sub-microscopic level are used to explain macroscopic qualities (Oversby, 2000). Concepts are related to scientific models (Schmidt, 1997).…”

Section: Background Models and Conceptsmentioning

confidence: 99%

Redox models in chemistry textbooks for the upper secondary school: friend or foe?

Österlund¹,

Berg²,

Ekborg³

2010

Chem. Educ. Res. Pract.

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We have investigated how chemistry textbooks use models of redox reactions in different subject areas, how they change models between and within the topics, and how they deal with specific learning difficulties identified in the literature. The textbooks examined were published for use in the natural science programme in Swedish upper secondary schools and in the UK A-level course. As a starting point, the defined redox models found in the literature were used to investigate the textbooks. The results show that all redox models are used with the addition of alternative representations. Authors exclusively use the electron and the oxidation number models in inorganic chemistry. In organic chemistry, the oxygen and hydrogen model are used, and in biochemistry mainly hydrogen and alternative representations. There is no guide to changes of models between the subject areas. However, within the inorganic chemistry, authors guide model change which was not identified in either organic or biochemistry. Regarding the learning difficulties, the authors dealt with just a few of them.

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Models in Explanations of Chemistry: The Case of Acidity

Cited by 22 publications

References 0 publications

Models and Modelling: Routes to More Authentic Science Education

Models and Modelling: Routes to More Authentic Science Education

Experienced Teachers’ Pedagogical Content Knowledge of Teaching Acid–base Chemistry

Redox models in chemistry textbooks for the upper secondary school: friend or foe?

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