Why is science difficult to learn? Things are seldom what they seem

Johnstone, A. H.

doi:10.1111/j.1365-2729.1991.tb00230.x

Cited by 954 publications

(924 citation statements)

References 3 publications

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“…The textbook set analysis revealed that the overall proportion of direct and combined descriptors of SMR add-ons is significantly low through all the curriculum topics (range from 0.00% to 3.31%). That can be connected with the Johnstone's claim 10 that the experienced chemists do the transition between levels of representations very easily and they assumed that learners can do this as easily as they do. These simplified assumptions about learners' easy comprehension and efficient learning with SMRs are reflecting in the low frequency of SMR descriptors, where the informational value of a particular SMR enables the learner a direct recognition of particles, in textbook sets.…”

Section: Holistic Descriptors Of Smr Add-ons Usedmentioning

confidence: 99%

“…Namely, based on their own acceptance of the simultaneous use of SMRs as a part of a triple representation of chemistry concepts (submicroscopic, macroscopic and symbolic levels), chemistry educators, such as authors of textbooks, can assume that students can also easily comprehend and efficiently learn with the use of SMRs. 10 However, the understanding of the kinds of information and inferences that the visualisations in various learning materials provide requires explicit instruction and practice. 19 The research indicates that students' successful learning with SMRs is significantly impacted by their representational competence in chemistry.…”

Section: The Context and The Purpose Of The Studymentioning

confidence: 99%

“…Johnstone 10 suggested that representing chemistry concepts and processes is based on representations at three levels: macroscopic (observable phenomena), submicroscopic or particulate (different representations of atomic, molecular, and particle structures), and symbolic (mathematical and chemical symbols). The understanding of chemistry is based on creating mental images for corresponding phenomena on the particulate level.…”

Section: Introductionmentioning

confidence: 99%

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The Integration of Submicroscopic Representations Used in Chemistry Textbook Sets into Curriculum Topics

Hrast

Savec

2017

ACSi

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To support the understanding of chemistry concepts and processes at the particulate level, various representations are included in learning materials. This paper focuses on how submicroscopic representations (SMRs) are integrated into Slovenian chemistry textbook sets with respect to the curriculum topics for 8th and 9th Grade. Textbook set analysis is based on four holistic SMRs descriptors (direct, indirect, combined descriptor, and SMRs without descriptors), which support learners' recognition of SMRs' informational value at different levels by providing different accompanying SMRs add-ons. The textbook sets analysis revealed that the number of SMRs varies significantly with regard to different curriculum topics. The overall proportion of the descriptors that enable the learner a direct recognition of SMRs is low in all curriculum topics. Interestingly, the descriptors that do not enable the learners a direct recognition of SMRs prevail in textbook sets. To obtain more detailed insight into the criteria based on which the textbook authors integrate SMRs with various descriptors into textbook sets, further studies are necessary.

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Section: Holistic Descriptors Of Smr Add-ons Usedmentioning

confidence: 99%

Section: The Context and The Purpose Of The Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Integration of Submicroscopic Representations Used in Chemistry Textbook Sets into Curriculum Topics

Hrast

Savec

2017

ACSi

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“…This led to my little paper in School Science Review (Johnstone, 1982) and further thought resulted in my later publications (Johnstone, 1991(Johnstone, , 1993(Johnstone, , 2000 cited in the introduction of this present book. The triangle which I proposed had its origins in geology where mineral compositions were set out as combinations of silicon dioxide, magnesium oxide and calcium oxide.…”

Section: Forewordmentioning

confidence: 99%

Multiple Representations in Chemical Education

2009

Models and Modeling in Science Education

244

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“…De acordo com Johnstone (1991), os modos representacionais macroscópicos, submicroscópicos e simbólicos compõem o ensino de química. As representações mentais adquiridas a partir de percepções dos sentidos formam o modo macroscópico.…”

Section: Visualizações E Os Modos De Representação Do Conhecimento Quunclassified

Análise de produções didáticas de professores em formação inicial participantes do PIBID

Gouvêa¹

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Visual tools have been proven be very important in teaching chemistry. These tools are effective to support the understanding of chemistry in the three modes of representation (macroscopic, submicroscopic and symbolic). Despite the importance of these tools, many teachers are not prepared to use them in classrooms. This arises the need of training teachers with skills to create methodologies using visual tools, since these methodologies can facilitate the students to develop abilities to interpret representations.This research aims to investigate if after training activities, the USP chemistry students of PIBID present in their didactic productions activities evidencing the development of representational ability and a high conceptual demand. The data collection was conducted by a follow up of the initial training with scholarship students of PIBID.After the training the students participated of chemistry classes at a school in the city of São Paulo. Those classes were sometimes planned by the PIBID students. At the end of the process the PIBID students wrote a report containing what was covered, their observations and evaluations. The analysis of the development of the interpreting representations ability was realized using a qualitative methodology, in which was used parts of the report that fits the CRM model, adapted from Schonborn and Anderson (2009). Since it was observed that PIBID students used several of the CRM model factors in their didactic productions, an analysis was realized to determine whether these productions also contained evidence of high conceptual demand. The calculation of the conceptual requirement level was done by a mixed methodology, involving the quantitative and qualitative method. The calculation showed that the reports had a satisfactory conceptual requirement level. We concluded that the CRM model can be used as foundation for teachers to plan their lessons in order to develop the ability to interpretation of external representations which is fundamental to understanding the chemistry by students. We also concluded that despite the use of the CRM model factors, it is necessary that the activities elaborated by the teachers had a high conceptual demand level.

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Why is science difficult to learn? Things are seldom what they seem

Abstract: The difficulties of learning science are related to the nature of science itself and to the methods by which science is customarily taught without regard to what is known about children's learning. An information processing model is proposed to guide thinking and research in this area.

Cited by 954 publications

References 3 publications

The Integration of Submicroscopic Representations Used in Chemistry Textbook Sets into Curriculum Topics

The Integration of Submicroscopic Representations Used in Chemistry Textbook Sets into Curriculum Topics

Multiple Representations in Chemical Education

Análise de produções didáticas de professores em formação inicial participantes do PIBID

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