One of my publications is:
Taber, K. S. (2014). Constructing active learning in chemistry: Concepts, cognition and conceptions. In I. Devetak & S. A. Glažar (Eds.), Learning with Understanding in the Chemistry Classroom (pp. 5-23). Dordrecht: Springer.
Find this Chapter on SpringerLink
Abstract:
All meaningful learning is 'active' in the sense that the learner actively (although not necessarily consciously) links new learning with, and interprets teaching through, existing ways of making sense of the world. It follows then that conceptual learning in chemistry is iterative. Sound foundations in the subject support progression in understanding; but, equally, alternative conceptions (ideas at odds with the scientific models) support the misconception of teaching. Teaching can be misunderstood when the learner' s existing understanding does not match the pre-requisite knowledge assumed in the teacher' s presentation. A range of different categories of 'learning impediment' may result, when learners either fail to make the intended links with prior learning, or form idiosyncratic links with existing ideas that seem relevant from the student' s perspective.
An engaging chemistry teacher, who provides students with a range of relevant learning activities, will inevitably produce active learning in the sense of the mental construction of new knowledge. The challenge here is to direct the learning processes towards ways of thinking which better match the scientific models prescribed in the curriculum. The research literature in chemical education reports a catalogue of alternative conceptions, derived where students have misconstrued chemical topics. Research is beginning to offer teachers a clearer understanding of the circumstances under which students are likely to misconceive teaching, and so how teachers can better channel the active learning of their students. This chapter offers an outline of constructivist thinking about learning, and presents a classification of the main types of learning impediments that misdirect learning. A number of examples are discussed. In particular the likely origin of the widespread 'octet' alternative conceptual framework – that many students adopt to explain chemical reactions, bonding and stability – is explored.
Keywords:
- constructivist model of learning
- alternative conceptions/misconceptions
- learning impediments
- octet alternative conceptual framework
- meaningful learning
- misinterpreting teaching models
- figurative language in learning
Content:
- Active learning and chemistry education
- Constructivist premises
- Three broad classes of learning outcome
- Rote learning
- Concept learning as meaningful
- When active learning goes wrong
- Grounded learning impediments
- Pedagogic learning impediments
- The Octet alternative conceptual framework
- Chemical concepts, chemical learning, and correcting conceptions
- The limitations of models and metaphors
- Conclusion
Table 1: A caricature of three levels of learning from teaching 
Table 2:A simple typology of bonds in compounds 
Table 3: Student judgements about the stability of the hypothetical Na7- ion 
Table 4: How active learning can go wrong: types of substantive learning impediment
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