Mediating Mental Models of Metals: Acknowledging the Priority of the Learner's Prior Learning

Autor/in	Taber, Keith S.
Titel	Mediating Mental Models of Metals: Acknowledging the Priority of the Learner's Prior Learning
Quelle	In: Science Education, 87 (2003) 5, S.732-758 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.10079
Schlagwörter	Prior Learning; Chemistry; Scientific Concepts; Concept Formation; Foreign Countries; College Students; Figurative Language; Science Instruction; Textbooks; Authors; Curriculum; Models; Cognitive Processes; United Kingdom + Suchen Sie Ihr Suchwort? Vorkenntnisse; Chemie; Concept learning; Begriffsbildung; Ausland; Collegestudent; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Textbook; Text book; Schulbuch; Lehrbuch; Author; Autor; Autorin; Curricula; Lehrplan; Rahmenplan; Analogiemodell; Cognitive process; Kognitiver Prozess; Großbritannien
Abstract	This paper describes the conceptualizations, or mental models, of the nature of the bonding and structure of metals of a group of U.K. college students. It is suggested that these mental models may be understood in terms of the students' prior learning about covalent and ionic bonding, and the prevalence of a common alternative conceptual framework for chemical bonding labeled "the octet framework." This study illustrates the prominence of prior learning in channeling the interpretation of subsequent teaching, and highlights the significance of the decisions made by curriculum planners, textbook authors, and teachers on the order of presenting subject content, the degree of simplification of scientific models, and the selection and presentation of metaphors. (Contains 6 figures and 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10