Abstract
This chapter presents findings from an action research project to improve Slovenian primary-school (13–14 years) students’ understanding of the role of chemical reactions in everyday life and the meaning of representations at the submicro and symbolic levels. In the investigation, a teaching approach entitled Life – Observations – Notations (LON) was developed, tested out and evaluated. The action research was conducted in collaboration with primary school chemistry teachers, the adviser for chemistry of the National Board of Education for Slovenia, and researchers in chemical education from the University of Ljubljana. The main findings suggest that as a consequence of the application of the LON approach in classroom teaching (1) students improved their interest in learning about chemical reactions, (2) students gained a more holistic understanding of chemical reactions, (3) students’ ability to connect observations at the macroscopic level with their understanding of the submicro and symbolic levels improved, whereby models were used to bridge the gap between macroscopic observations and symbolic notations of chemical equations and (4) action research contributed to the successful development and implementation of the LON approach.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Literature About Students’ Conceptions
Abd-El-Khalick, F., BouJaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., et al. (2004). Inquiry in science education: International perspectives. Science Education, 88, 397–419.
Barke, H. D. (1982). Students’ experiments with structural models. Empirical evidence for the practical use of models in the introduction of chemical symbols (Schülerversuche mit Strukturmodellen. Empirische Untersuchungen zum praktischen Einsatz von Modellen bei der Einführung von chemischen Symbolen). CU, 13, 4.
Barke, H. D. (1997). The Structure-oriented approach. Demonstrated at the example of interdisciplinary teaching spatial abilities. In W. Gräber & C. Bolte (Eds.), Scientific literacy. Hamburg: IPN.
Barke, H. D., & Wirbs, H. (2002). Structural units and chemical formulae chemistry education. Research and Practice in Europe, 3, 185–200.
Belt, S. T., Leisvik, M. J., Hyde, A. J., & Overton, T. L. (2005). Using a context-based approach to undergraduate chemistry teaching – a case study for introductory physical chemistry. Chemistry Education Research and Practice, 6(3), 166–179.
Bennett, J., & Lubben, F. (2006). Context-based chemistry: The Salters approach. International Journal of Science Education, 28(9), 999–1015.
BouJaoude, S. B. (1991). A study of the nature of students’ understandings about the concept of burning. Journal of Research in Science Teaching, 28, 689–704.
Bulte, A. M. W., Westbroek, H. B., de Jong, O., & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts. International Journal of Science Education, 28(9), 1063–1086.
Calhoun, E. (1993). Action research: Three approaches. Educational Leadership, 51(2), 62–65.
Chittleborough, G. D., Treagust, D. F., & Mocerino, M. (2002). Constraints to the development of first year university students’ mental models of chemical phenomena. Teaching and Learning Forum 2002, Focusing on the Student. Retrieved January 30, 2004, from http://www.ecu.edu.au/conferences/tlf/2002/pub/docs/Chittleborough.pdf.
Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College.
de Jong, O. (2005). Research and teaching practice in chemical education: Living apart or together? Chemical Education International, 6(1). Retrieved January 15, 2006, from http://www.iupac.org/publications/cei.
Devetak, I. (2005). Explaining the latent structure of understanding submicropresentations in science. Doctoral dissertation. Ljubljana: Faculty of Education, University of Ljubljana.
Ebenezer, J. V., & Erickson, G. L. (1996). Chemistry students’ conceptions of solubility: A phenomenography. Science Education, 80, 181–201.
Ferk Savec, V., Dolničar, D., Glažar, S. A., Sajovic, I., Šegedin, P., Urbančič, M., et al. (2007). Teachers’ identification of problems in teaching and learning of science (Učiteljeva identifikacija konkretnih problemov pri poučevanju naravoslovnih predmetov). In M. Vrtačnik & I. Devetak (Eds.), Action research for the improvement of the quality of teaching science (Akcijsko raziskovanje za dvig kvalitete pouka naravoslovnih predmetov) (pp. 11–34). Ljubljana: Naravoslovnotehniška fakulteta: Pedagoška fakulteta.
Ferrance, E. (2000). Action research. Providence: Brown University.
Gabel, D. (1993). Use of the particulate nature of matter in developing conceptual understanding. Journal of Chemical Education, 70(3), 193–197.
Gabel, D. (1998). The complexity of chemistry and implications for teaching. In B. J. Frazer & K. J. Tobin (Eds.), International handbook of science education (pp. 233–248). Dordrecht: Kluwer Academic Publishers.
Gabel, D. (1999). Improving teaching and learning through chemistry education research: A look to the future. Journal of Chemical Education, 76(4), 548–554.
Gilbert, J. K. (2006). On the nature of ‘‘context’’in chemical education. International Journal of Science Education, 28(9), 957–976.
Gilbert, J. K., de Jong, O., Justi, R., Treagust, D. F., & Van Driel, J. H. (2002). General preface. In J. K. Gilbert, O. de Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (Eds.), Chemical education: towards research-based practice. Dordrecht: Kluwer Academic Press.
Gott, R., & Duggan, S. (1996). Practical work: its role in the understanding of evidence in science. International Journal of Science Education, 18(7), 791–806.
Hesse, J. J., III, & Anderson, C. W. (1992). Students’ conceptions of chemical change. Journal of Research in Science Teaching, 29, 277–299.
Hinton, M. E., & Nakhleh, M. B. (1999). Students’ microscopic, macroscopic, and symbolic representations of chemical reactions. Chemistry and Materials Science, 4(5), 158–167.
Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 70, 33–40.
Hodson, D. (1996). Practical work in school science: Exploring some directions for change. International Journal of Science Education, 18(7), 755–760.
Johnson, P. (2000). Children’s understanding of substances, part I: Recognising chemical change. International Journal of Science Education, 22, 719–737.
Johnson, P. (2002). Children’s understanding of substances, part 2: Explaining chemical change. International Journal of Science Education, 24(10), 1037–1049.
Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7, 75–83.
Johnstone, A. H. (2000). Teaching of chemistry. Logical or psychological? Chemistry Education: Research and Practice in Europe, 1, 9–17.
Juriševič, M., Glažar, S. A., Razdevšek-Pučko, C., & Devetak, I. (2008). Intrinsic motivation of pre-service primary school teachers for learning chemistry in relation to their academic achievement. International Journal of Science Education, 30(1), 87–108.
Kochendorfer, L. (1997). Active voice. Types of classroom teacher action research. Teaching and Change, 4(2), 157–174.
Mahaffy, P. (2004). The future shape of chemistry education chemistry education. Research and Practice, 5, 229–245.
McFarland, K. P., & Stansell, J. C. (1993). Historical perspectives. In L. Patterson, C.M. Santa, C.G. Short, & K. Smith (Eds.), Teachers are researchers: Reflection and action. Newark: International Reading Association.
McKernan, J. (1988). The countenance of curriculum action research: Traditional, collaborative, and emancipatory-critical conceptions. Journal of Curriculum and Supervision, 3(3), 173–200.
McTaggart, R. (1993). Action research: A short modern history. Geelong: Deakin University Press.
Meheut, M., Saltiel, E., & Tiberghien, A. (1985). Pupils’ (11–12 year olds) conceptions of combustion. European Journal of Science Education, 7, 83–93.
Noffke, S. E., & Stevenson, R. B. (Eds.). (1995). Educational action research: Becoming practically critical. New York: Teachers College Press.
Parchmann, I., Gräsel, C., Baer, A., Nentwig, P., Demuth, R., Ralle, B., et al. (2006). Chemie im Kontext’’– symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, 28(9), 1041–1062.
Pfundt, H. (1982). Untersuchungen zu den Vorstellungen, die Schüler vom Aufbau der Stoffe entwickeln [Investigations of the concepts students develop about the structure of matter]. Der Physikunterricht, 26, 51–65.
Pilot, A., & Bulte, A. M. W. (2006). The use of ‘‘Contexts’’as a challenge for the chemistry curriculum: Its successes and the need for further development and understanding. International Journal of Science Education, 28(9), 1087–1112.
Reason, P. (1994). Three approaches to participative inquiry. In N. Denzin, & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 324–329). Thousand Oaks: Sage.
Russell, J. W., Kozma, R. B., Jones, T., Wykoff, J., Marx, N., & Davis, J. (1997). Use of simultaneous-synchronized macroscopic, microscopic, and symbolic representations to enhance the teaching and learning of chemical concepts. Journal of Chemical Education, 74(3), 330–334.
Sanger, M. J., & Greenbowe, T. J. (2000). Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies. International Journal of Science Education, 22(5), 521–537.
Schwartz, A. T. (2006). Contextualised chemistry education: The American experience. International Journal of Science Education, 28(9), 977–998.
Taber, K. S. (2001). Building the structural concepts of chemistry: Some considerations from educational research. Chemistry Education: Research and Practice in Europe, 2, 123–158.
Tasker, R., Chia, W., Bucat, R., & Sleet, R. (1996). The VisChem project – visualising chemistry with multimedia. Chemistry in Australia, 63(9), 395–397.
Thulstrup, E. W., & Thulstrup, H. D. (1996). Research training for development (pp. 320–327). Roskilde: University Press.
Watts, H. (1985). When teachers are researchers, teaching improves. Journal of Staff Development, 6(2), 118–127.
White, R. T. (1996). The link between the laboratory and learning. International Journal of Science Education, 18(7), 761–774.
Williamson, V. M., & Abraham, M. R. (1995). The effects of computer animation on the particulate mental models of college chemistry students. Journal of Research in Science Teaching, 32(5), 521–534.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Savec, V.F., Sajovic, I., Wissiak Grm, K.S. (2009). Action Research to Promote the Formation of Linkages by Chemistry Students Between the Macro, Submicro, and Symbolic Representational Levels. In: Gilbert, J.K., Treagust, D. (eds) Multiple Representations in Chemical Education. Models and Modeling in Science Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8872-8_14
Download citation
DOI: https://doi.org/10.1007/978-1-4020-8872-8_14
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-8871-1
Online ISBN: 978-1-4020-8872-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)