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.


From the review by Prof. A. H Johnstone, publihsed in the International Journal of Science Education (Vol. 31 (6), pp.2271-2273):

"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 … This chapter alone makes the book worthwhile and should be required reading for teachers and trainee teachers at all levels." (p.2272)