Dr. Keith S. Taber
Publication:
Taber, K. S. (2001)
Building the structural concepts of chemistry: some considerations
from educational research
Chemistry Education: Research and Practice in Europe, 2 (2), pp.123-158.
Abstract:
This paper sets out to consider how educational research
into the learning of structural aspects of chemistry might inform teaching
practice. The paper is based around a review of research findings into learners’
difficulties in developing the scientific models of chemical structures (atoms,
molecules, lattices etc.) This forms the second of the four sections into
which the paper is organised. The paper begins by considering how ideas about
the learning process can inform our understanding of alternative conceptions
and frameworks in chemistry, and - therefore - how we should view the research
reviewed in the second section. This is a consideration of the findings of
studies into difficulties learning about the molecular model; atomic structure;
molecular structure; and lattices. This review is followed by a section identifying
some key ‘pedagogic impediments’ - alternative aspects of learners’ thinking
that seem to derive from the way the subject is taught. In the final section
some practical suggestions are made regarding how the teaching of chemistry
may be revised to help learners construct the scientific models rather than
develop the alternative conceptions.
KEY WORDS: alternative conceptions/frameworks; concept learning; pedagogic
impediments to learning; research-based practice; constructivism in science
education