Misconceptions in Chemistry: Addressing Perceptions in by Hans-Dieter Barke

By Hans-Dieter Barke

Over the final many years numerous researchers came upon that youngsters, students or even teens enhance their very own figuring out of "how nature quite works". those pre-concepts bearing on combustion, gases or conservation of mass are introduced into lectures and academics need to diagnose and to mirror on them for greater guideline. additionally, there are ‘school-made misconceptions’ touching on equilibrium, acid-base or redox reactions which originate from irrelevant curriculum and guideline fabrics. the first objective of this monograph is to assist lecturers at universities, faculties and colleges to diagnose and ‘cure’ the pre-concepts. In case of the school-made misconceptions it's going to support to avoid them from the very starting via reflective instructing. the quantity contains exact descriptions of class-room experiments and structural versions to therapy and to avoid those misconceptions.

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For this reason, it is important that each educator should be aware of the history in chemistry and physics in order to appreciate mental models of students today. It may also be appropriate to teach first the historical ways of discovering particles and chemical structures, before the most valid concepts of today are introduced. References 1. : Chemieunterricht und Geschichte der Chemie. Praxis (Chemie) 34 (1985), 3 2. : Can the history of science help science educator anticipate student’s misconceptions?

NaCl + H2O, then the students have no chance to develop an acceptable mental model that uses ions as smallest particles. 3 Students’ Concepts and Scientific Language 27 When questioned, on which the neutralization reaction is based, students mostly come up with mental models of H-Cl molecules and of Na-O-H molecules. If one would discuss both ion types in hydrochloric acid and sodium hydroxide solutions, and if one would sketch them in the form of model drawings [9], it would probably be possible for the students to develop the right mental model and scientific language at this level (see Chap.

Like medical doctors, learning doctors are in practice (the ‘clinic’ is the classroom or teaching laboratory). Just as medical doctors find that many patients are not textbook cases, and do not respond to treatment in the way the books suggest, so many learners have idiosyncrasies that require individual treatment’’ [3]. In a project in progress Barke and Oetken agree to diagnose preconcepts and school-made misconceptions, but in addition they will integrate them into lectures to develop sustainable understanding of chemistry [16].

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