Essentials of Chemical Education PDF
Preview Essentials of Chemical Education
Essentials of Chemical Education . € Hans-Dieter Barke (cid:129) Gunther Harsch Siegbert Schmid Essentials of Chemical Education Translated by Hannah Gerdau Prof.Dr.Hans-DieterBarke Prof.Dr.G€untherHarsch Westf.Wilhelms-Universit€at Westf.Wilhelms-Universit€at M€unster M€unster Institutf€urDidaktikderChemie Inst.f€urDidaktikderChemie Fliednerstr.21 Fliednerstr.21 48149Mu¨nster 48149M€unster Germany Germany [email protected] [email protected] Dr.SiegbertSchmid UniversityofSydney Translatedby SchoolofChemistry HannahGerdau SydneyNewSouthWales 214RuedeCharenton Bldg.F11 75012Paris Australia France [email protected] CompletelyrevisedandupdatedEnglisheditionoftheGermantitle:ChemiedidaktikHeuteby H.-D.BarkeundG.Harsch,publishedbySpringer-VerlagHeidelberg2001 ISBN978-3-642-21755-5 e-ISBN978-3-642-21756-2 DOI10.1007/978-3-642-21756-2 SpringerHeidelbergDordrechtLondonNewYork LibraryofCongressControlNumber:2011939999 # Springer-VerlagBerlinHeidelberg2012 Thisworkissubjecttocopyright.Allrightsarereserved,whetherthewholeorpartofthematerialis concerned,specificallytherightsoftranslation,reprinting,reuseofillustrations,recitation,broadcasting, reproductiononmicrofilmorinanyotherway,andstorageindatabanks.Duplicationofthispublication orpartsthereofispermittedonlyundertheprovisionsoftheGermanCopyrightLawofSeptember9,1965, initscurrentversion,andpermissionforusemustalwaysbeobtainedfromSpringer.Violationsareliable toprosecutionundertheGermanCopyrightLaw. Theuseofgeneraldescriptivenames,registerednames,trademarks,etc.inthispublicationdoesnotimply, evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevantprotectivelaws andregulationsandthereforefreeforgeneraluse. Printedonacid-freepaper SpringerispartofSpringerScience+BusinessMedia(www.springer.com) Prologue “ThatwasmyfirstlectureforwhichIdidnotmindtogetupearlyinthemorning,...we saw meaningful presentations with many experiments and structural models for school chemistry,...aseminarwhereIreallylearntalotformylaterprofession,...itwasgood forourorientationtohavethepiechartinthefirstlecture...” Theseandotherstatementsofstudentsinaone-semesterunittowardsaqualifica- tionasachemistryteacherattheUniversityofM€unsterinGermanyencouragedus towritethisbookandtotranslateitintoEnglish.Thecontentcoversabroadrange of chemical education knowledge and many applications concerning chemistry teaching at secondary level. We hope that apart from lecturers and students at v vi Prologue universitiesandcollegeschemistryteachersinsecondaryschoolswillalsobenefit fromthisbook. There is no single best order of contents in chemical education. Important chapters like “students’ misconceptions, teaching aims, motivation, media, experiments,models,chemicalsymbolsandchemistryineverydaylife”arelinked in many aspects: a linear order does not do justice to all these connections. Therefore a group of scientists in the Society of German Chemists GDCh used a piecharttoorganisethechaptersmentionedbefore(seefirstpicture):thesevarious chapters can be taught in nearly every order the lecturer likes. The pie chart is explainedindetailinthefollowingintroductionchapter. All reflections referring to these levels contain many examples of practical teachingofchemistryatschool.Especiallyalotofexperimentsandmanymodels ormodeldrawingsshowingaspectsofthestructureofmattershouldhelpdevelop- ing mental models in the cognitive structure of the chemistry-teacher students or laterofthelearnersatschool. Because of the pie-chart metaphor the lecturers can create their own ideas of teachingthe“slicesofthepie”:onemaystartwith“students’misconceptions”,the othermaystartwith“teachingaims”–itisuptothem,inwhichorderthe“slices” are taught. It is also ourintention tokeep somesectorsthatare notoccupied bya special topic:thelecturermayfillthesegaps withtheirownideasorcontents,for example with the topic “Assessment in chemical education” or “Curriculum development”. At the end of each of the first eight chapters we offer short “problems and exercises”,whichthestudentsoftheseminarmaysolveanddiscussforarepitition orforthefinalexam.Attheendofmostchapterstherearealsoshortproceduresfor theexperiments,whichmaybeshownduringthelectureorseminar.Forinexperi- encedstudentsthedescriptionsoftheseexperimentsaresoshortthattheywillneed toconsultadditionallabmanualsforasuccessfulperformanceandforappropriate wastetreatment. Chapters9and10areinadditiontothepie-chartseminar–thesechaptersshow special views of the authors on two important issues of chemical education. In Chap. 9 the method of Inquiry learning is linked to the introduction of Organic chemistry in schools or at university level. In Chap. 10 the Structure-oriented approach of chemistry education is introduced, especially sphere packings of infinite structures and ions as smallest particles of salt crystals are described and the corresponding structural models are discussed. These structural models may help to train the spatial ability of students so that they are able to develop three- dimensionalmentalmodelsforabetterunderstandingofformulaeandequationsin chemistry. WethankMrs.HannahGerdauverymuchfordoingmostofthetranslationfrom theoriginalGermanbook“ChemiedidaktikHeute”intotheEnglishlanguage.She tookalotofcaretopreservetheintentionsoftheoriginal;shealsoadaptedspecific Germanaspectsofchemicaleducationtothosewhicharemorecommonandknown intheinEngland,UKandUS. Prologue vii Wehopethatlecturersofmanyuniversitiesinmanycountries–whereEnglishis spokeninlecturesandseminars–willuseideas fromourbookfortheirchemical education. Please tell us if any important aspects are missing: we would be very happytoaddtheminthenextedition! MuensterandSydney Hans-DieterBarke G€untherHarsch SiegbertSchmid . Contents 1 LearnersIdeasandMisconceptions. . . . . . . . . . . . . . . . . . . . . . . . . 1 1.1 ScientificIdeas:TheoriesofScienceHistory. . . . . . . . . . . . . . . . 3 1.2 Learner:EmpiricalReferencesofStudentConceptions. . . . . . . . 8 1.3 TeachingProcesses:ConsideringStudents’Conceptions. . . . . . . 17 1.4 HumanElement:Students’Conceptions andEverydayLanguage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 2 Motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 2.1 Learner:Development,Attitudes,andPreconcepts. . . . .. . . . . .. 42 2.2 TeachingProcesses:Opportunitiesto CreateIntrinsicMotivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 2.3 ScientificIdeas:ExperimentalSkills. . . . . . . . . . . . . . . . . . . . . . 49 2.4 HumanElement:MotivationThroughEveryday LanguageandMedia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 3 TeachingAims. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 3.1 ScientificIdeas:TeachingGoalsandTheirDimensions. . . . . . . . 62 3.2 HumanElement:GuidelinesandCurricula. . . . . . . . . . . . . . . . . 67 3.2.1 Germany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 3.2.2 USA. . . .. . . . . . . . .. . . . . . . .. . . . . . . .. . . . . . . . .. . 71 3.2.3 EnglandandtheUnitedKingdom. . . . . . . . . . . . . . . . . . 75 3.3 Learner:CognitiveDevelopment,Preconceptions, Attitudes,Interests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 3.4 TeachingProcesses:VarietyofMethodsforRealizing TeachingGoals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 ix x Contents 4 Media. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 4.1 TeachingProcesses:VarietyofMediaforChemistryLessons. . . 96 4.2 ScientificIdeas:AppropriatenessofMedia. . . . . . . . . . . . . . . . . 103 4.3 Learner:MediaandtheAbilityforAbstractThinking. . . . . . . . . 105 4.4 HumanElement:MassMedia. . . . . . . . . . . . . . . . . . . . . . . . . . . 111 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 5 Experiments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 5.1 ScientificIdeas:Experiments,ExperimentalSkills,Safety. . . . . . 121 5.2 TeachingProcesses:Purpose,SelectionCriteria,andForms ofExperiments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 5.3 Learner:PlayInstinct,Curiosity,ExperimentalSkills. . . . . . . . . 135 5.4 HumanElement:Environmental,EverydayLife, andHistoricalAspects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 6 StructuralandMentalModels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 6.1 ScientificIdeas:ThinkinginModels. . . . . . . . . . . . . . . . . . . . . . 155 6.2 TeachingProcesses:ModelsandTheirFunctions. . . . . . . . . . . . 165 6.3 Learner:ExperiencewithModels. . . . . . . . . . . . . . . . . . . . . . . . 176 6.4 HumanElement:InterdisciplinaryMentalModels. . . . . . . . . . . . 177 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 7 ScientificTerminologyandSymbols. . . . . . . . . . . . . . . . . . . . . . . . . 189 7.1 ScientificIdeas:Parameters,Units,Terms,Symbols. . . . . . . . . . 190 7.1.1 InternationalSystemandDerivedUnits. . . . . . . . . . . . . . 190 7.1.2 ParametersandUnitsatSchool. . . . . . . . . . . . . . . . . . . . 191 7.1.3 TerminologyatSchool. . . . . . . . . . . . . . . . . . . . . . . . . . 193 7.2 TeachingProcesses:FromEverydaytoExpert andSymbolLanguage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 7.2.1 ConnectingEverydayLanguageand ScientificTerminology. . . . . . . . . . . . . . . . . . . . . . . . . . 199 7.2.2 ChemicalSymbols. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 7.2.3 DeductionofChemicalSymbolsatSchool. . . . . . . . . . . . 207 7.3 Learner–StudentConceptsofStructuresandSymbols. . . . . . . . . 210 7.4 HumanElement:Laymen’sUnderstanding ofScientificTerminology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 8 EverydayLifeandChemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 8.1 Learner:CuriosityandInterest. . . . . . . . . . . . . . . . . . . . . . . . . . 218 8.2 ScientificIdeas:ChemistrySystematicVersusEveryday LifeChemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 8.2.1 Hygiene:Example“BathroomChemicals”. . . . . . . . . . . 223
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