Writing-to-Learn the Nature of Science in the Context of the Lewis Dot Structure Model

Autor/inn/en	Shultz, Ginger V.; Gere, Anne Ruggles
Titel	Writing-to-Learn the Nature of Science in the Context of the Lewis Dot Structure Model
Quelle	In: Journal of Chemical Education, 92 (2015) 8, S.1325-1329 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.5b00064
Schlagwörter	Leitfaden; Unterricht; Lehrer; Science Instruction; Chemistry; Teaching Methods; Scientists; Scientific Concepts; Scientific Principles; Models; Pretests Posttests; Concept Formation; Student Surveys; College Science; Secondary School Science; High Schools; Reading Assignments; Writing Assignments + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Scientist; Wissenschaftler; Analogiemodell; Concept learning; Begriffsbildung; Schülerbefragung; High school; Oberschule
Abstract	Traditional methods for teaching the Lewis dot structure model emphasize rule-based learning and often neglect the purpose and function of the model. Thus, many students are unable to extend their understanding of molecular structures in new contexts. The assignment described here addresses this issue by asking students to read and write about the 1916 paper, in which Lewis proposed the original ideas that led to the dot structure model taught in modern general chemistry courses. This directed writing-to-learn approach is designed to promote conceptual learning of the Lewis dot structure model and to transform students' beliefs about the nature of science as they evaluate the early model presented by Lewis and compare it to the conventional model taught in lecture. Participating students responded to a pre-post survey, which indicated modest gains in their conceptions of the nature of science. The assignment is designed for college-level general chemistry students but may be modified for use in high school chemistry and is generally transportable to other fundamental topics in chemistry in which accessible literature is available as an appropriate source for directed reading and writing. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01