Teaching models model 2: chemistry education

This chapter draws attention to the role of multimedia in learning, teaching, and assessing chemical education. In particular, this chapter focuses on how multimedia can enhance chemistry learning of the relationship between the symbolic, macro, submicro levels of chemistiy and discusses theories and empirical studies from the following perspectives (1) multimedia as a representational modeling tool... 

G.P. SHUSTERMAN and A.J. SHUSTERMAN, Teaching Chemistry with electron density models. J. Chem. Educ., 74, 771 (1997). 

The most important subjects of 15 lectures in chemistry education can be presented in a kind of pie-chart (see Fig. 0.1) Learners ideas and misconceptions experiments structural and mental models terminology, symbols and formulae every-day-life chemistry media motivation teaching aims [1]. Because we want to put a lot of emphasis on the learner, she or he is therefore placed at the centre of the diagram. Secondly, scientific ideas should be reflected in association with appropriate teaching processes for the learner. Finally there should be reflections on the human element or context to each subject as Mahaffy [2] has proposed. There are free sectors in that diagram - for more chemistry education subjects to reflect upon. In this book emphasis is given to students preconceptions and misconceptions experiments structural and mental models terminology, symbols and formulae. 

These experiences have been described in literature of chemistry education for decades [6]. Only in exceptional cases has the teaching of chemistry been completely altered due to this criticism [9]. Students are not only given the atoms and correlative atomic masses based on the Daltonic model with the Periodic System of the Elements (PSE), but also important ion types (see Fig. 5.10). This special Periodic System graphically depicts and clearly arranges atoms and Ions as basic particles of matter [9] (see Fig. 5.10). Both spherical models of atoms and ions correlate to their sizes as measured by physicists. Christen [10] uses a similar system in his book for introduction to chemistry. 

Bames, N. (2000). Teaching and learning about chemistry and modelling with a computer managed modelling system. In J. Gilbert, C. Boulter (Eds.), Developing Models in Science Education, (pp. 307-323). Dordrecht, The Netherlands Kluwer. 

Rosaria Justi is a Lecturer in Chemical Education in the Department of Chemistry at the Eederal University of Minas Gerais (UFMG) in Brazil. She has bachelor s degree in Chemistry, a master s in Education, and a doctorate in Science Education. She has taught chemistry in secondary schools in Brazil and her present work is in teacher training. Since her PhD she has published on historical models in chemical education and on teaching... 

John Oversby has been a teacher of sciences and mathematics in Ghana and the UK for over 20 years, and a teacher educator at The University of Reading for 20 years. He is also an active member of The Royal Society of Chemistry and Chair of the ASE Research Committee. He has interests in modelling in science education. He has been the UK coordinator of a history and philosophy in science teaching project and is now international coordinator of a Comenius Climate Change Education network. 

Shusterman, G. R and Shusterman, A. J. Teaching Chemistry with Electron Density Models. /. Chem. Educ. 1997,74 (Jul), 771. 

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