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Multiple Representations in Chemical Education

  • Book
  • © 2009

Overview

Editors:
  1. John K. Gilbert

    1. 1 Croswell Cottages, Goose Lane, Mayford Woking, Surrey
      1 Croswell Cottages, Mayford, UK

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  2. David Treagust

    1. Curtin University of Technology Science & Mathematics Education Centre, Perth, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Addresses to key aspect of chemical education
  • Reviews of evidence of student problems in learning
  • Discussion of chemistry curriculum
  • Includes case studies of successful teaching methods
  • Discusses innovative approaches to teaching

Part of the book series: Models and Modeling in Science Education (MMSE, volume 4)

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-x
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  2. Introduction: Macro, Submicro and Symbolic Representations and the Relationship Between Them: Key Models in Chemical Education

    1. Front Matter

      Pages 1-1
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  4. The Challenges Faced in Teaching and Learning About the Representational Triplet

    1. Front Matter

      Pages 9-10
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    2. Learning at the Sub-micro Level: Structural Representations

      • Bob Bucat, Mauro Mocerino
      Pages 11-29

    3. Micro–Macro Thinking in Chemical Education: Why and How to Escape

      • Berry van Berkel, Albert Pilot, Astrid M. W. Bulte
      Pages 31-54

    4. Towards a Better Utilization of Diagrams in Research into the Use of Representative Levels in Chemical Education

      • Maurice Cheng, John K. Gilbert
      Pages 55-73

    5. Learning at the Symbolic Level

      • Keith S. Taber
      Pages 75-105

  5. Improving Existing Pedagogy in Respect of the Triplet Relationship

    1. Front Matter

      Pages 107-108
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    2. Learning at the Macro Level: The Role of Practical Work

      • Georgios Tsaparlis
      Pages 109-136

    3. Linking the Macroscopic, Sub-microscopic and Symbolic Levels: The Case of Inorganic Qualitative Analysis

      • Kim Chwee Daniel Tan, Ngoh Khang Goh, Lian Sai Chia, David F. Treagust
      Pages 137-150

    4. The Efficacy of an Alternative Instructional Programme Designed to Enhance Secondary Students’ Competence in the Triplet Relationship

      • David F. Treagust, A. L. Chandrasegaran
      Pages 151-168

    5. Linking the Macroscopic and Sub-microscopic Levels: Diagrams

      • Bette Davidowitz, Gail Chittleborough
      Pages 169-191

  6. Classroom Solutions to the Challenges Posed by the Triplet Relationship

    1. Front Matter

      Pages 193-194
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    2. Structure–Property Relations Between Macro and Micro Representations: Relevant Meso-levels in Authentic Tasks

      • Marijn R. Meijer, Astrid M. W. Bulte, Albert Pilot
      Pages 195-213

    3. Historical Material in Macro–Micro Thinking: Conceptual Change in Chemistry Education and the History of Chemistry

      • Lars Scheffel, Wiebke Brockmeier, Ilka Parchmann
      Pages 215-250

    4. The Roles of Multimedia in the Teaching and Learning of the Triplet Relationship in Chemistry

      • Mei-Hung Chiu, Hsin-Kai Wu
      Pages 251-283

    5. The Application of a ‘Model of Modelling’ to Illustrate the Importance of Metavisualisation in Respect of the Three Types of Representation

      • Rosária Justi, John K. Gilbert, Poliana F. M. Ferreira
      Pages 285-307

    6. Action Research to Promote the Formation of Linkages by Chemistry Students Between the Macro, Submicro, and Symbolic Representational Levels

      • Vesna Ferk Savec, Irena Sajovic, Katarina S. Wissiak Grm
      Pages 309-331

    7. Towards a Coherent Model for Macro, Submicro and Symbolic Representations in Chemical Education

      • John K. Gilbert, David F. Treagust
      Pages 333-350
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Keywords

About this book

Chemistry seeks to provide qualitative and quantitative explanations for the observed behaviour of elements and their compounds. Doing so involves making use of three types of representation: the macro (the empirical properties of substances); the sub-micro (the natures of the entities giving rise to those properties); and the symbolic (the number of entities involved in any changes that take place). Although understanding this triplet relationship is a key aspect of chemical education, there is considerable evidence that students find great difficulty in achieving mastery of the ideas involved. In bringing together the work of leading chemistry educators who are researching the triplet relationship at the secondary and university levels, the book discusses the learning involved, the problems that students encounter, and successful approaches to teaching. Based on the reported research, the editors argue for a coherent model for understanding the triplet relationship in chemical education.

Editors and Affiliations

  • 1 Croswell Cottages, Goose Lane, Mayford Woking, Surrey

    John K. Gilbert

  • 1 Croswell Cottages, Mayford, UK

    John K. Gilbert

  • Curtin University of Technology Science & Mathematics Education Centre, Perth, Australia

    David Treagust

Bibliographic Information

  • Book Title: Multiple Representations in Chemical Education

  • Editors: John K. Gilbert, David Treagust

  • Series Title: Models and Modeling in Science Education

  • DOI: https://doi.org/10.1007/978-1-4020-8872-8

  • Publisher: Springer Dordrecht

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media B.V. 2009

  • Hardcover ISBN: 978-1-4020-8871-1Published: 09 March 2009

  • Softcover ISBN: 978-90-481-8013-4Published: 28 October 2010

  • eBook ISBN: 978-1-4020-8872-8Published: 28 February 2009

  • Series ISSN: 1871-2983

  • Series E-ISSN: 2213-2260

  • Edition Number: 1

  • Number of Pages: X, 367

  • Number of Illustrations: 58 b/w illustrations

  • Topics: Science Education

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