Models students’ understanding

Molecular modeling helps students understand physical and chemical properties by providing a way to visualize the three-dimensional arrangement of atoms. This model set uses polyhedra to represent atoms, and plastic connectors to represent bonds (scaled to correct bond length). Plastic plates representing orbital lobes are included for indicating lone pairs of electrons, radicals, and multiple bonds—a feature unique to this set. 

Students Understanding Probed Through Presented Diagrams The Particle Model of Matter... 

Novick and Nussbaum (1978) explored students understanding of the particle model of matter... 

Whether the Bohr atomic model or the quantum mechanical model is introduced to students, it is inevitable that they have to learn, among other things, that (i) the atomic nucleus is surrounded by electrons and (ii) most of an atom is empty space. Students understanding of the visual representation of the above two statements was explored by Harrison and Treagust (1996). In the study, 48 Grade 8-10... 

To be able to explain chemical reactions, students will have to develop mental models of the submicroscopic particles of the substances that undergo rearrangement to produce the observed changes. However, students have difficulty in understanding submicroscopic and symbolic representations as these representations are abstract and carmot be directly experienced (Ben-Zvi, Eylon, Silber-stein, 1986, 1988 Griffiths Preston, 1992). As a result, how well students understand chemistry depends on how proficient they are in making sense of the invisible and the untouchable (Kozma Russell, 1997 p. 949). 

Onwu, G., Randall, E. (2006). Some aspects of students understanding of a representational model of the particulate nature of chemistry in three different countries. Chemistry Education Research andPractice, 7(4), 226-239. 

Ealy, J. B. (2004). Students understanding is enhaneed through moleeular modeling. Journal of Science Education and Technology, 73(4), 461 71. 

Schwarts, C. V., White, B. Y. (2005). Metamodelling knowledge Developing students understanding of scientific model. Cognition and Instruction, 23(2), 165-205. 

Treagust, D. F., Chittleborough, G., Mamiala, T. L. (2002). Students understanding of the role of scientific models in learning science. International Journal of Science Education, 24(A), 357-368. 

Beeause of using models in the learning proeess about ehemieal reactions students understanding and eomprehension of ehemieal equations are better then in previous years. [Teaeher from Sehool N° 6, general remarks to the approaeh]... 

In the first group of papers, students difficulties have been reported as mainly related to mathematical problems arising from differentials in the rate equations and to the inter-relation of kinetics with thermodynamics. This means that they are centred on specific points that are taught only at this level and are related to more complex models than the colliding particle . There is a clear distinction between the methodology used in such papers and those used in studies of pre-university students understandings. Higher... 

In the case of the teaching of chemical kinetics, the use of computers in all the ways hriefly commented on above would constitute another research focus. It would be interesting to investigate whether the anticipated successes of the use of computers in teaching would be realised at different school levels, whether students understanding of specific features of chemical kinetics would really be improved by the formation of dynamic mental models of the phenomena and what it would mean in terms of the development of teachers pedagogical content knowledge. 

---