Representational Classroom Practices that Contribute to Students' Conceptual and Representational Understanding of Chemical Bonding

Autor/inn/en	Hilton, Annette; Nichols, Kim
Titel	Representational Classroom Practices that Contribute to Students' Conceptual and Representational Understanding of Chemical Bonding
Quelle	In: International Journal of Science Education, 33 (2011) 16, S.2215-2246 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2010.543438
Schlagwörter	Educational Strategies; Chemistry; Teaching Methods; Data Analysis; Reader Text Relationship; Pretests Posttests; Comparative Analysis; Scientific Concepts; Learning Processes; Scaffolding (Teaching Technique); High Schools; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lehrstrategie; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Auswertung; Learning process; Lernprozess; High school; Oberschule; Ausland; Australien
Abstract	Understanding bonding is fundamental to success in chemistry. A number of alternative conceptions related to chemical bonding have been reported in the literature. Research suggests that many alternative conceptions held by chemistry students result from previous teaching; if teachers are explicit in the use of representations and explain their content-specific forms and functions, this might be avoided. The development of an understanding of and ability to use multiple representations is crucial to students' understanding of chemical bonding. This paper draws on data from a larger study involving two Year 11 chemistry classes (n = 27, n = 22). It explores the contribution of explicit instruction about multiple representations to students' understanding and representation of chemical bonding. The instructional strategies were documented using audio-recordings and the teacher-researcher's reflection journal. Pre-test-post-test comparisons showed an improvement in conceptual understanding and representational competence. Analysis of the students' texts provided further evidence of the students' ability to use multiple representations to explain macroscopic phenomena on the molecular level. The findings suggest that explicit instruction about representational form and function contributes to the enhancement of representational competence and conceptual understanding of bonding in chemistry. However, the scaffolding strategies employed by the teacher play an important role in the learning process. This research has implications for professional development enhancing teachers' approaches to these aspects of instruction around chemical bonding. (Contains 7 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10