Rosária Justi

Chemical education : towards research-based practice

Acknowledgements. General Preface J.K. Gilbert, O. de Jong, R. Justi, D.F. Treagust. J.H. van Driel. Foreword D. Gabel. A: Chemistry and Chemical Education. Preface to Section A J.K. Gilbert. 1. The Nature of Chemical Knowledge and Chemical Education S. Erduran, E. Scerri. 2. The History of Chemistry: Potential and Actual Contributions to Chemical Education J.H. Wandersee, P.B. Griffard. 3. Models and Modelling in Chemical Education R. Justi, J.K. Gilbert. 4. Learning Chemistry in a Laboratory Environment M.B. Nakhleh, J. Polles, E. Malina. B: The Curriculum for Chemical Education. Preface to Section B. 5. Chemical Curricula for General Education: Analysis and Elements of a Design W. de Vos, A.M.W. Bulte, A. Pilot. 6. The Roles of Chemistry in Vocational Education D. Corrigan, P. Fensham. 7. Informal Chemical Education S. Stocklmayer, J.K. Gilbert. 8. Context-based Approaches to the Teaching of Chemistry: What are They and What are Their Effects? J. Bennett, J. Holman. C: Teaching and Learning about Chemical Compounds. Preface to Section C D.F. Treagust. 9. The Particulate Nature of Matter: Challenges in Understanding in the Submicroscopic World A.G. Harrison, D.F. Treagust. 10. Bonding K.S. Taber, R.K. Coll. 11. Prblem-Solving in Chemistry G.M. Bodner, J.D. Heron. D: Teaching and Learning about Chemical Change. Preface to Section D R. Justi. 12. The Teaching and Learning of Chemical Equilibrium J.H. van Driel, W. Graber. 13. Teaching and Learning Chemical Kinetics R. Justi. 14. The Teaching and Learning of Electrochemistry O. de Jong, D.F. Treagust. 15. From Chemical Energetics to Chemical Thermodynamics M.J. Goedhart, W. Kaper. E: Developing Teachers and Chemical Education. Preface to Section E O. de Jong. 16. Exploring Chemistry Teachers Knowledge Base O. de Jong, W.R. Veal, J.H. van Driel. 17. Research and Development for the Future of Chemical Education J.K. Gilbert, O. de Jong, R. Justi, D.F. Treagust, J.H. van Driel. Notes about the Contributors. Index.

Learning of Chemical Equilibrium through Modelling-Based Teaching.

This paper presents and discusses students’ learning process of chemical equilibrium from a modelling‐based approach developed from the use of the ‘Model of Modelling’ diagram. The investigation was conducted in a regular classroom (students 14–15 years old) and aimed at discussing how modelling‐based teaching can contribute to students learning about the main qualitative aspects concerning chemical equilibrium. The data (collected from the written material produced by the students and the video‐recording of the classes) were organised in case studies for each group of students. The discussion supports the conclusion that elements from the ‘Model of Modelling’ diagram, as well as methodological aspects related to the teacher’s action, influenced the students’ learning process.

The Relationships Between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram

Some studies related to the nature of scientific knowledge demonstrate that modelling is an inherently argumentative process. This study aims at discussing the relationship between modelling and argumentation by analysing data collected during the modelling-based teaching of ionic bonding and intermolecular interactions. The teaching activities were planned from the transposition of the main modelling stages that constitute the ‘Model of Modelling Diagram’ so that students could experience each of such stages. All the lessons were video recorded and their transcriptions supported the elaboration of case studies for each group of students. From the analysis of the case studies, we identified argumentative situations when students performed all of the modelling stages. Our data show that the argumentative situations were related to sense making, articulating and persuasion purposes, and were closely related to the generation of explanations in the modelling processes. They also show that representations are important resources for argumentation. Our results are consistent with some of those already reported in the literature regarding the relationship between modelling and argumentation, but are also divergent when they show that argumentation is not only related to the model evaluation phase.

SECURING A FUTURE FOR CHEMICAL EDUCATION

The ideas of chemistry are not getting the attention they deserve in either formal or informal educational provision. It is argued that an improvement in this position requires the further development of the nature and quality of chemical education in the light of research. An established typology of research is used to show that the range of types of chemical education research that has been conducted is too narrow to support this development. There is evidence that even existing research has too little impact on the practice of chemical education. A second typology is used to discuss the range of levels and forms of impact. Finally, it is argued that education through, with, and about chemical education research is needed in the professional development of chemistry teachers, if these situations are to improve and chemical education is to face a brighter future. [Chem. Educ. Res. Pract.: 2004, 5, 5-14]

Teaching with Historical Models

As the first section of this book has shown, science is a special branch of knowledge that includes not only models and theories but also the processes through which scientific knowledge is produced. Assuming the relevance of scientific literacy to the citizens of the twenty-first century, it is important that their education aims at an understanding of (i) the structure of scientific knowledge, (ii) what the conduct of science involves and (iii) the limitations of scientific knowledge in a given context, as well as the development of the skills with which to develop reliable scientific knowledge. In Hodson’s (1992) words, the purposes of science education should be learning science, learning about science and learning to do science.

Research and Development for the Future of Chemical Eeducation

John K. Gilbert1; Onno De Jong2; Rosaria Juste; David F. Treagust4; Jan H. Van Driel5 1 Institute of Education, The University of Reading, UK; 1Centre for Science and Mathematics Education, Utrecht University, The Netherlands; 3Department of Chemistry, University of Minas Gerais, Brazil; 4 National Key Centre for School Science and Mathematics, Curtin University of Technology, Australia; 5 ICLON Graduate School of Education, Leiden University, The Netherlands

The Application of a ‘Model of Modelling’ to Illustrate the Importance of Metavisualisation in Respect of the Three Types of Representation

The value of models, modelling and visualisation as a basis for developing an understanding of the nature of and the relations between the three levels of representation is discussed. The requirement for and problems in the development of metavisualisation (a fluent capability in visualisation) are presented. Student practical work, closely associated with teacher questioning, is advocated as a way of developing these skills. A ‘Model of Modelling’ is presented. In order to validate this model, it was applied to the teaching of ‘chemical equilibrium’, this being a very important topic for which student misconceptions are well documented. Data were collected from six lessons in which the model was applied excessively with respect to the nitrogen dioxide/dinitrogen tetroxide and chromate/dichromate systems. Students developed a good understanding of chemical equilibrium, as shown by the absence of common misconceptions in an end-of-course attainment test. Students acquired an appreciation of the relationship between the three levels of representation. The value of the model of modelling, with its associated pedagogy as a support for the acquisition and use of metavisual capability, was established.

Investigating Teachers’ Ideas about Models and Modelling — Some Issues of Authenticity

‘Models and modelling’ has made an increased contribution to research in science education in recent years. Almost all the papers published discuss either the ideas expressed by teachers/students or the implications of such ideas for the practice of science teaching/learning. Here we focus on the research instruments that we have developed in the last six years to investigate teachers’ ideas about the theme. The paper discusses the strengths and limitations of the instruments and their influence on the ‘authenticity’ of the knowledge so gained.

Philosophy of chemistry in university chemical education: The case of models and modelling

If chemistry is to be taught successfully, teachers must have a good subject matter knowledge (SK) of the ideas with which they are dealing, the nature of this falling within the orbit of philosophy of chemistry. They must also have a good pedagogic content knowledge (PCK), the ability to communicate SK to students, the nature of this falling within the philosophy and psychology of chemical education. Taking the case of models and modelling, important themes in the philosophy of chemistry, an interview-based study was conducted into the SK and PCK of a sample of teachers in Brazil. This paper focuses on the results of the university chemistry teacher sub-sample in that enquiry, analyses their SK and PCK, and speculates on the implications of this for the education of school teachers. Finally, it suggests approaches to the professional development of university chemistry teachers that place an emphasis on the philosophy of chemistry.

Students' Performance in Investigative Activity and Their Understanding of Activity Aims.

This study investigates the relationship between the students’ understanding of the aims of an investigative activity and their performance when conducting it. One hundred and eighty‐one year nine students from a public middle school in Brazil took part in the study. Students working in pairs were asked to investigate two problems using a computer‐based environment. All their attempts to collect information were recorded in a log file, which registered the history of each duo investigation. After completing each investigation, all the participants were asked to explain in writing what the objective of the task was. Results obtained showed that a proportion of the students had some difficulties recalling the declared aims of the activities. However, those who succeeded in recognising the stated aims of the tasks showed a superior performance in conducting their investigations. This performance was graded according to both the proportion of adequate and consistent tests carried out and the quality of the investigation which was done.