Teaching models

Taber, K. S. (2003a). The atom in the chemistry curriculum fundamental concepL teaching model or epistemological obstacle Foundations of Chemistry, 5( 1), 43-84. 

Are there differences between snch codes of representation nsed in chemistry and those used by chemistry teachers and textbook anthors in prodncing teaching models This seems to be a relevant factor irrflnencing the snccess of teaching models in helping stndents to rmderstand chemistry cmricrrlar models. 

The Hemoglobin Protein A Useful Teaching Model. Department of Biochemistry, Medical College of Wisconsin,... 

O Penelope Ann Huddle, Margaret Dawn White, and Fiona Rogers, "Using a Teaching Model to Correct Known Misconceptions in Electrochemistry," ]. Chem. Educ., Vol. 77,2000,104-110. 

This is one of the areas in which computer-based models - a kind of teaching model that is becoming more frequently used (Ealy, 1999) - may help students. This is so because the representational and computational capabilities of computers can be used in designing multiple, co-ordinated. 

Harrison (2000) interviewed ten experienced high school science teachers (two of them were chemistry teachers) about their understanding of both the nature of models and some of the teaching models they use in providing explanations for their classes. As part of the interview, the teachers were asked to comment on Gilbert s assertion that... 

More recently, Harrison (2001) interviewed 17 Australian teachers (5 of them of chemistry) to investigate the differences between experienced and pre-service teachers pedagogical content knowledge with respect to the models they use to explain science. One of the findings of this study was the contrast between the few teaching models volunteered by chemistry teachers and the overabundance of such models found in the chemistry textbooks to which their students have access. 

The role of chemistry textbooks in the teaching and learning of models and modelling may be discussed from two main angles the way that chemical models are introduced in them and the teaching models that they present. 

In considering each of these five themes, relevant literature on learners alternative conceptions about bonding is reviewed, and the teaching models and approaches considered to encourage such ideas are considered. The chapter considers recommendations for the way in which the topic should be taught to minimise the incidence of these alternative conceptions, and to encourage learners to develop models of chemical bonding which are more authentic, and which consequently have more explanatory power. 

While electrical forces cannot be used to explain all aspects of chemical bonding (e.g. the influence of the spin of the electron does not neatly fit into this scheme), they do provide a sound basis for starting to make sense of bonding phenomena. Chemists use more sophisticated models drawing upon quantum mechanics (Ogilvie, 1990), but an authentic teaching model used to introduce chemical bonding, at an optimum level of simplification, would be based upon the effect of electrical forces (Taber, 2002). 

The teaching of the conceptual schemas addressed in this Section is discussed from the point of view of research into new curricular approaches for their introduction (e.g., chemical equilibrium, electrochemistry and thermodynamics) and into the production and use of more effective teaching models (e.g., chemical kinetics and electrochemistry). 

The main suggestions that have been made for improvement in the teaching of chemical kinetics concern the curricular models used and the production and appropriate use of specific teaching models. 

Huddle, P.A., White, M.D. Rogers, E. (2000). Using a teaching model to correct known misconceptions in electrochemistry. Journal of Chemical Education, 11, 104... 

At present, coal enterprises are basically not out of the teaching model in safety education training courses. The curriculum content is too old and stiff, which can t keep up with the renewal speed of professional knowledge and skills. At the same time, the coal enterprise often exist many problems, such as more theoretical knowledge, less practical skills, which has make seriously effects on safety education training to the workers. 

A possible teaching model here might be a jar of peanuts still in their shells (i.e. groundnuts). This can represent a single substance, as the jar only contains one kind of object. However, it is possible to process the nuts to break up these objects and separate them into kernel and shells. However, care is needed in using such an analogy to ensure that students appreciate that the kernels and (now broken) shells represent elements that were joined into a compound. Both the kernel and shell are actually made of complex materials and students need to appreciate that they are being used as components of a model. 

As often in school science, here we are presenting a model. It is a model that has limitations and advanced students will go on to meet more sophisticated ideas. This need not be problematic, as long as (a) we are explicit that we are teaching models and (b) our students understand that developing such models is a core part of... 

---