Chemistry lessons for universities?: a review of constructivist ideas
One of my publications is:
Taber, K. S. (2000). Chemistry lessons for universities?: a review of constructivist ideas. University Chemistry Education, 4(2), 26-35.
Visit the archive of articles published in University Chemistry Education.
Abstract
Research in science education has identified a vast catalogue of misconceptions, or 'alternative conceptions': beliefs held by students which are at odds with orthodox science. These ideas are often held tenaciously in the face of teaching, and while many are idiosyncratic, some are found to be widely held. Alternative conceptions have been uncovered in all areas of science, and have been elicited from learners at all levels, from primary school through to graduates. University teachers need to appreciate the strength of these alternative conceptions, and the barriers they create for meaningful learning. No matter how skilfully university chemistry is explained, many students will build their new knowledge on shaky foundations. The 'constructivist' research programme seeks to explain the origins of students' alternative ideas, and to use this information to inform more effective teaching approaches. According to this perspective, knowledge is constructed in the mind of the learner, and therefore learning builds on the existing ideas in the students' minds, even if these are far from matching the (presumably 'more scientific') ideas the teacher had in mind. This review of the constructivist literature summarises the implications for teaching and learning chemistry in universities.
Contents:
Introduction: student misconceptions in chemistry.
The constructivist approach
The nature of prior knowledge
Assimilating new knowledge
Restructuring conceptual frameworks
Applying the constructivist approach to teaching chemistry
Eliciting prior knowledge
Selecting and organising content
Appropriate Teaching Methods
Lecture Style
Continuity and progression
Tutorial work
Practical work
Conclusion
University Chemistry Education was the journal of the Tertiary Education Group of the Royal Society of Chemistry (it later became incorporated into Chemistry Education Research and Practice).
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