Dr. Keith S. Taber
Publication:
Taber, K. S. (2000)
Chemistry lessons for universities?: a review of constructivist
ideas
University Chemistry Education, 4 (2), pp.26-35
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.