Observation and Inference in Chemistry Teaching: a Model-Based Approach to the Integration of the Macro and Submicro Levels

Using the Schoolyard as a Setting for Learning Chemistry: A Sociocultural Analysis of Pre-service Teachers’ Talk about Redox Chemistry

“…Considering the discussions of Groups A and B together, it can be proposed that outdoor chemistry-or schoolyard chemistry in this case-provides opportunities for productive discussions about redox chemistry on the macro and sub-micro levels both for learners whose formal background in chemistry was limited and for those who have a more extensive formal background in chemistry. The task of identifying redox chemistry in the schoolyard allowed the PSTs to adopt a strategy that aligns with the educational approach by Sarıtaş et al, 37 who suggested starting with observations at the macro level before drawing preliminary conclusions at the sub-micro level. The approach is similar to our findings in both groups, but particularly in Group A, where the PSTs discussed the meaning of the concepts at a sub-micro level assisted by their textbook after having observed phenomena in the schoolyard.…”

“…Thus, Talanquer 30 argues that students should be given opportunities to explore real-life objects and events and build their own models to describe systems. In a recently proposed educational approach by Sarıtaş et al 37 aiming at improving explanations across the macro and sub-micro levels, the authors suggest starting with observations at the macro level-searching for evidence of chemistry-before drawing preliminary conclusions through explanations at the sub-micro level. The model by Sarıtaş et al 37 was developed for lab activities, but our study extends this, providing an empirical example of how the schoolyard can also be used to make connections across the macro and sub-micro levels.…”

A Novel Modelling Process in Chemistry: Merging Biological and Mathematical Perspectives to Develop Modelling Competences

“…The process will consider the complexity of modelling [23] and the pupils' attitudes by supporting them individually in their learning [49]. Unlike other studies that locate modelling processes in the upper secondary school [48,50], the intervention is anchored in initial chemistry teaching. Research has shown that misconceptions are stable over time and difficult to correct, including with increasing subject knowledge [51].…”

Upper Secondary School and University Level Students’ Perceptions of Extractions in Context: Experiences from a Simple Laboratory Experiment

“…This further highlights the issue that arises from teaching extraction using macro-level (Johnstone 1991) examples: in macroscopic examples, which consist of multi-process systems, it is hard for students to comprehend and separate which process is actually relevant for the discussion, and how the different processes are interconnected. With the development of misconceptions being an ever-present challenge in chemical education (Barker 2000, Barke et al 2009, Sarıtaş et al 2021, it is not hard to foresee confusion arising when brewing coffee is presented as the example of an extraction, even though the most clearly observable sub-processes in a coffee machine are the audible boiling of the water, and filtration with the filter paper, which is supplied by the user manually. Such use of multi-process examples may easily result in a cognitive overload, and as a result the student either cannot develop a conceptual understanding on what an extraction process actually is, or develops a misconception based on their interpretation.…”