Molar and molecular conceptions of research into learning chemistry

The Chemistry Education Research Group Lecture 2000

Molar and molecular conceptions of research into learning chemistry: towards a synthesis

Citation: Taber, K. S. (2000) The CERG Lecture 2000: Molar and molecular conceptions of research into learning chemistry: towards a synthesis. Presented at the Variety in Chemistry Teaching Meeting, University of Lancaster, 5th September, 2000.

The lecture was deposited in education-line (at http://www.leeds.ac.uk/educol/documents/00001551.htm) but the html formatting is not ideal. There is a link below to download a pdf copy of the lecture.

Abstract.

The suggestion made in this paper is that research into alternative frameworks in chemistry, and research into learning using information processing ideas are in the same relation as discussing aspects of chemistry at the molar and molecular levels.

Whilst recognising the criticism that work into alternative frameworks has dominated science education research to the detriment of other approaches, it is argued that we should not look to turn away from the alternative conceptions research programme towards alternative approaches, but should seek to ensure it remains a progressive research programme. This may be done by regarding the large body of work cataloguing alternative conceptions as similar to descriptive chemistry (i.e., as the raw data of the subject), and to focus instead on developing the main theoretical findings.

Teaching chemistry is about changing learners’ minds. One perspective on this is the psychological approach which considers such issues as how information is processed and stored in long-term memory. This might be considered as a molecular level of analysis, considering the mechanisms by which the brain of the learner makes sense of, and stores, perceptual data. Another, more molar, approach is to talk of cognitive structure, and to explore the learners’ conceptions and conceptual frameworks. As with chemistry, an effective model of learning needs accurate descriptions of what is happening at both the molecular and molar levels.

By re-conceptualising research into learning chemistry as being analogous to research into chemistry, we may find a fertile approach by which to form a new synthesis which will take our research programme forward.

Contents:

1. Introduction
2. The constructivist research programme
   Alternative conceptions?
   Alternative frameworks?
   Personal Constructivism ……or a little ‘stating the obvious’ for beginners?
   Constructivism in science education
3. The external critique of constructivism – is work on ‘Alternative Frameworks’negative?
   Cataloguing ‘alternative conceptions’?
   Constructivist teaching?
   The value of the literature to the constructivist teacher.
   So is the constructivist programme ‘negative’?
4. The internal critique: is constructivism in science education a degenerate research programme?
5. Applying constructivist ideas to help teachers
   An alternative conceptual framework from chemistry education
   The octet rule framework
The evolution of learners’ thinking.
   The origin of the alternative framework
   Advice deriving from the research
   The RSC project
6. A vision of constructivism as one facet of a progressive research programme in science education
   The nature of chemistry – and the limitations of processing power?
7. An agenda for future research?

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