Constructing chemical concepts in the classroom?: using research to inform practice
One of my publications is:
Taber, K. S. (2001). Constructing chemical concepts in the classroom?: using research to inform practice. Chemistry Education: Research and Practice in Europe, 2(1), 43-51.
Abstract:
There is now a considerable literature on the ideas that learners bring to classes, showing that from pupils and students hold a wide range of 'alternative conceptions' about aspects of chemistry. This body of research is potentially of great interest to practising teachers in schools, colleges and universities. Yet is has been suggested that this research does not have the effect on actual teaching practice that would seem justified. Indeed it has been argued that there tends to be a discontinuity between the work of the educational researchers uncovering 'misconceptions', and those charged with developing the curriculum and actually teaching the learners. This paper discusses a project established to attempt to bridge the gap between research and classroom, in order to encourage teaching practice informed by current chemical education research.
This article discusses the 'Challenging Misconceptions in the Classroom' project.
"The aim here is to apply research about common alternative conceptions, alongside current thinking about how to encourage conceptual development, to try and provide classroom exercises which challenge learners' ideas, and help them to develop more scientifically acceptable notions."
Taber, 2001, p.47
Keywords
- learning chemistry;
- alternative conceptions;
- conceptual development;
- constructivism;
- research-practice divide;
- the Royal Society of Chemistry (RSC);
- scaffolding learning
Contents
- INTRODUCTION: MISCONCEPTIONS, ALTERNATIVE CONCEPTIONS AND ALTERNATIVE FRAMEWORKS
- The constructivist research programme
- HOW RESEARCH SHOULD INFORM TEACHING
- The gap between research and teaching
- BRIDGING RESEARCH AND TEACHING: THE RSC PROJECT
- Diagnostic assessment tools for teachers
- Conceptual scaffolding tools for teachers
- A research aspect to the project
- An international perspective
- CONCLUSION
