Learning at the symbolic level

One of my publications is

Abstract:

The symbolic language of chemistry is extensive, and is used ubiquitously in teaching and learning the subject at secondary level and beyond. This chapter considers how this ‘language’, which acts as such a powerful facilitator of communication for the expert, may often impede effective communication for novice learners. Symbolic representations become second nature to the teacher, being highly integrated with conceptual understanding and subject knowledge. However, such representations may make considerable additional demands on learners already challenged by both the abstract nature of concepts and the range of unfamiliar substances to which these concepts are applied in the curriculum. Drawing upon a broadly constructivist perspective on learning, the chapter explores three aspects of learning about the representational level in chemistry. The range of representations that are used in teaching and learning chemistry at school and college levels is outlined, drawing attention to the demands this makes of those setting out on a study of chemistry. The particular example of the ‘chemical equation’ is then considered in some depth to illustrate the extent to which representational features are linked to underlying chemical theory, and how students are expected to appreciate the nuanced distinctions between different variations in representation (whilst ignoring trivial stylistic variations). Finally the role of the symbolic level of representation as a mediator between the molar and sub-microscopic levels of chemistry is considered, and how this offers potential to compound student learning difficulties, but also opportunities for reinforcing student understanding. Throughout the chapter there is an emphasis on where teachers need to give careful thought to support student learning and facilitate progression in the subject.

Review comments:

"The most realistic chapter in terms of presenting a pupil’s eye view of the problems is that by Taber. His understanding of the complexity of the representational level goes much deeper than that shown by the other authors. This chapter alone makes the book worthwhile and should be required reading for teachers and trainee teachers at all levels."

Johnstone, A. H. (2009). Multiple Representations in Chemical Education. International Journal of Science Education, 31(16), p.2272.

Chapter content:

The symbolic language of chemistry and chemical education

• An invitation to revisit chemical representations at the learners’ resolution
• An educational thought experiment on working memory and chemical symbolism
• The lingua-chemica?

The range of symbolic representations used in chemistry

• Symbols used to model molecules
• Symbols used in modelling electronic structure
• Symbols used to represent structure and process in organic chemistry

Representing chemical reactions

• The language of chemical equations
• Learning the symbols
• Learning the basic grammar of chemical equations
• Drawing on background knowledge to interpret symbolic representations
• Understanding what is signified by a chemical equation
• Conserving matter in reactions and equations
• Representing energy changes: an additional complication
• Another complication: sometimes we have to balance charge as well
• Representing equilibria: more complexity
• A comment on dialects and pidgins

The symbolic level as a mediator between the macroscopic and sub-microscopic levels

Details of the book can be found at Springer's website.

The author's manuscript version of the chapter can be accessed here.