An Analogy For Discussing Progression in Learning Chemistry

The toolbox analogy

One of my publications is:

Abstract

This paper is about one way of conceptualising learning in chemistry that may be useful for some teachers and their students. It is argued that there are particular problems associated with progression in understanding certain aspects of chemistry as students pass from GCSE/KS4, through 'A level', and beyond. These problems are intrinsically related to the abstract nature of the subject matter, and the wide range of conceptual models used by chemists. Metaphors and analogies can be very useful in understanding difficult ideas,and are often used in science and science education.A simple analogy that may help teachers and students conceptualise the learning process is discussed.

Content

Introduction: progression and learning about science
The value of having a metaphor
Do we need metaphors for conceptualising progression in chemistry?
Well, Miss, which is it?
What type of bond is found in the tetrachloromethane molecule?
Why does water have an anomalously high boiling temperature?
How should a polar bond be represented?
What kind of toolbox?
Thinking about learning chemistry in terms of tools
As a final thought – an ‘objective’ question

Download a manuscript versions of the article here