Dr. Keith S. Taber
Publication:
Taber, K. S. (2003)
Mediating mental models of metals: acknowledging the priority of the learner’s
prior learning
Science Education
87, pp.732-758.
Abstract:
This paper describes the conceptualizations, or mental models,
of the nature of the bonding and structure of metals of a group of U.K. college
students. It is suggested that these mental models may be understood in terms
of the students' prior learning about covalent and ionic bonding, and the
prevalence of a common alternative conceptual framework for chemical bonding
labeled the octet framework. This study illustrates the prominence of prior
learning in channeling the interpretation of subsequent teaching, and highlights
the significance of the decisions made by curriculum planners, textbook authors,
and teachers on the order of presenting subject content, the degree of simplification
of scientific models, and the selection and presentation of metaphors.