Dr. Keith S. Taber
Publication:
Taber, K. S. (2001)
Constructing chemical concepts in the classroom?: using research
to inform practice
Chemistry Education: Research and Practice in Europe, 2 (1),
pp.43-51.
Abstract:
There is now a considerable literature on the ideas that
learners bring to classes, showing that 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 by the Royal Society of Chemistry (in the
UK) to attempt to bridge the gap between research and classroom, in order
to encourage teaching practice informed by current chemical education research.
KEYWORDS: learning chemistry; alternative conceptions; conceptual development;
constructivism; research-practice divide; the Royal Society of Chemistry
(RSC); scaffolding learning