The Role of Submicroscopic and Symbolic Representations in Chemical Explanations

Autor/inn/en	Treagust, David F.; Chittleborough, Gail; Mamiala, Thapelo L.
Titel	The Role of Submicroscopic and Symbolic Representations in Chemical Explanations
Quelle	In: International Journal of Science Education, 25 (2003) 11, S.1353-1368 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Grade 11; Chemistry; Science Instruction; Molecular Structure; Models; Scientific Concepts; Cognitive Structures; Foreign Countries; Teacher Effectiveness; Logical Thinking; Teacher Student Relationship; Australia + Suchen Sie Ihr Suchwort? School year 11; 11. Schuljahr; Schuljahr 11; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Cognitive structure; Kognitive Struktur; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien
Abstract	Chemistry is commonly portrayed at three different levels of representation--macroscopic, submicroscopic and symbolic--that combine to enrich the explanations of chemical concepts. In this article, we examine the use of submicroscopic and symbolic representations in chemical explanations and ascertain how they provide meaning. Of specific interest is the development of students' levels of understanding, conceived as instrumental (knowing how) and relational (knowing why) understanding, as a result of regular Grade 11 chemistry lessons using analogical, anthropomorphic, relational, problem-based, and model-based explanations. Examples of both teachers' and students' dialogue are used to illustrate how submicroscopic and symbolic representations are manifested in their explanations of observed chemical phenomena. The data in this research indicated that effective learning at a relational level of understanding requires simultaneous use of submicroscopic and symbolic representations in chemical explanations. Representations are used to help the learner learn; however, the research findings showed that students do not always understand the role of the representation that is assumed by the teacher. (Contains 1 table and 3 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10