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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010195582 | QD40 B37 2009 | Open Access Book | Book | Searching... |
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Summary
Summary
Over the last decades several researchers discovered that children, pupils and even young adults develop their own understanding of "how nature really works". These pre-concepts concerning combustion, gases or conservation of mass are brought into lectures and teachers have to diagnose and to reflect on them for better instruction. In addition, there are 'school-made misconceptions' concerning equilibrium, acid-base or redox reactions which originate from inappropriate curriculum and instruction materials. The primary goal of this monograph is to help teachers at universities, colleges and schools to diagnose and 'cure' the pre-concepts. In case of the school-made misconceptions it will help to prevent them from the very beginning through reflective teaching. The volume includes detailed descriptions of class-room experiments and structural models to cure and to prevent these misconceptions.
Author Notes
H.D.Barke is Professor of Chemistry and Chemistry Education and Director of the Institute of Chemical Education at the University of Muenster. He received the German Chemical Society's Johann-Friedrich Gmelin Award in 1986. The author of several German books on chemistry education, he has also presented the results of his research at various international congresses and held invited lectures around the world.
Al Hazari is the Director of Undergraduate Chemistry Laboratories and a Lecturer in Chemistry at the University of Tennessee, Knoxville. He is a past chair of the American Chemical Society (ACS) Committe on Chemical Safety, an affiliate of the Institute for Chemical Education and of the Exploratorium Institute for Inquiry, as well as a member of the National Science Teachers Association. In 2002, he received the Science Educator of the Year Award from the Tennessee Science Teachers Association.
Sileshi Yitbarek is a Lecturer at Kotebe College of Teacher Education in Ethiopia and has also served as a tutor in the professional development of higher education lecturers on Methods of Active Learning. Presently, he is working at the Institute of Chemical Education at the University of Muenster in Germany.
Reviews 1
Choice Review
Studies in science and chemistry education show that students have many images and ideas about nature, their surroundings, chemistry, and physics. An examination of these images/ideas indicates that they often conflict with those images/ideas generally accepted by the larger scientific community. Further research demonstrates that these preconceptions of learning and comprehension tend to hinder student understanding of modern scientific concepts. Although these preconceptions have been described in many ways, Barke (Univ. of Muenster, Germany), Hazari (Univ. of Tennessee, Knoxville), and Yitbarek (Kotebe College of Teacher Education, Ethiopia) have used the broader term "misconceptions." To determine the nature of these misconceptions, the authors present diagnostic instruments from the literature and their own empirical research. They then discuss strategies for teaching and learning chemistry that can help students overcome or even prevent the misconceptions. This well-documented and referenced volume, which is organized around broad basic chemistry concepts, gives various examples of students' preconceptions/misconceptions to help teachers prepare lesson plans and develop laboratory experiments. The treatments and explanations are well done and the experiments are very creative, but are designed primarily for lecture or class demonstrations rather than for student experiments. This welcome addition to science/chemistry education will be valuable for both practicing and potential chemical educators. Summing Up: Highly recommended. Upper-division undergraduates, researchers/faculty, and professionals. D. A. Johnson Spring Arbor University
Table of Contents
| Introduction | p. 1 |
| ll Perceptions of Ancient Scientists | p. 9 |
| 1.1 The Theory of Basic Matter | p. 10 |
| 1.2 Transformation Concepts of the Alchemists | p. 10 |
| 1.3 The Phlogiston Theory | p. 10 |
| 1.4 Historic Acid-Base Theories | p. 11 |
| 1.5 "Horror Vacui" and the Particle Concept | p. 14 |
| 1.6 Atomas and the Structure of Matter | p. 15 |
| References | p. 20 |
| l2 Students' Misconceptions and How to Overcome Them | p. 21 |
| 2.1 Students' Preconcepts | p. 21 |
| 2.2 School-Made Misconceptions | p. 24 |
| 2.3 Student's Concepts and Scientific Language | p. 26 |
| 2.4 Effective Strategies for Teaching and Learning | p. 28 |
| References | p. 33 |
| Further Reading | p. 34 |
| l3 Substances and Properties | p. 37 |
| 3.1 Animistic Modes of Speech | p. 38 |
| 3.2 Concepts of Transformation | p. 39 |
| 3.3 Concepts of Miscibility for Compounds | p. 41 |
| 3.4 Concepts of Destruction | p. 43 |
| 3.5 Concepts of Combustion | p. 46 |
| 3.6 Concepts of "Gases as not Substances" | p. 50 |
| 3.7 Experiments on Substances and Their Properties | p. 52 |
| References | p. 64 |
| Futher Reading | p. 65 |
| l4 Particle Concept of Matter | p. 67 |
| 4.1 Smallest Particles of Matter and Mental Models | p. 69 |
| 4.2 Preformed and Non-preformed Particles | p. 73 |
| 4.3 Smallest Particles as Portions of Matter | p. 76 |
| 4.4 Particles and the "Horror Vacui" | p. 78 |
| 4.5 Particles û Generic Term for Atoms, Ions and Molecules | p. 82 |
| 4.6 Formation of Particles and Spatial Ability | p. 83 |
| 4.7 Diagnosis Test for Understanding the Particle Model of Matter | p. 86 |
| 4.8 Experiments on Particle Model of Matter | p. 93 |
| References | p. 99 |
| Further Reading | p. 100 |
| 5 Structure-Property Relationships | p. 103 |
| 5.1 Structure and Properties of Metals and Alloys | p. 103 |
| 5.2 Existence of Ions and Structure of Salts | p. 108 |
| 5.3 Mental Models on Ionic Bonding | p. 115 |
| 5.4 Chemical Structures and Symbolic Language | p. 125 |
| 5.5 Experiments on Structure-Property Relationships | p. 130 |
| References | p. 140 |
| Further Reading | p. 142 |
| 6 Chemical Equilibrium | p. 145 |
| 6.1 Overview of the Most Common Misconceptions | p. 145 |
| 6.2 Empirical Research | p. 146 |
| 6.3 Teaching and Learning Suggestions | p. 156 |
| 6.4 Experiments on Chemical Equilibrium | p. 165 |
| References | p. 169 |
| Further Reading | p. 170 |
| 7 Acid-Base Reactions | p. 173 |
| 7.1 Acid-Base Reactions and the Proton Transfer | |
| 7.2 Misconceptions | p. 173 |
| 7.3 Teaching and Learning Suggestions | p. 183 |
| 7.4 Experiments on Acids and Bases | p. 193 |
| References | p. 204 |
| Further Reading | p. 204 |
| 8 Redox Reactions | p. 207 |
| 8.1 Misconceptions | p. 209 |
| 8.2 Teaching and Learning Suggestions | p. 217 |
| 8.3 Experiments on Redox Reactions | p. 226 |
| References | p. 231 |
| Further Reading | p. 232 |
| 9 Complex Reactions | p. 235 |
| 9.1 Misconceptions | p. 237 |
| 9.2 Teaching and Learning suggestions | p. 245 |
| 9.3 Experiments on Complex Reactions | p. 252 |
| References | p. 259 |
| 10 Energy | p. 261 |
| 10.1 Misconceptions | p. 262 |
| 10.2 Empirical Research | p. 265 |
| 10.3 Energy and Temperature | p. 269 |
| 10.4 Fuel and Chemical Energy | p. 272 |
| 10.5 Experiments on Energy | p. 279 |
| References | p. 286 |
| Further Reading | p. 287 |
| List of Experiments | p. 289 |
| Epilogue | p. 293 |
