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Enhancing student understanding of chemistry concepts : bridging the gap using a conceptual typology of multiple models

conference contribution
posted on 06.12.2017, 00:00 by Allan HarrisonAllan Harrison
Modelling is the essence of scientific and technological thinking and models are both the methods and products of science and technology. But how do secondary students view models? Usually as toys or miniatures of real-life objects with few students actually understanding why multiple models are used to explain concepts. A conceptual typology of models is presented and explained to help teachers select models that are appropriate to the cognitive ability of their students. The article concludes by recommending that teachers model scientific modelling to their students by encouraging the use of multiple models in chemistry lessons.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Editor

Druskovich D; Klease G

Parent Title

Proceedings of the 1998 RACI Chemical Education Division conference held at Central Queensland Unviersity, Rockhampton, Queensland, 2-6 July, The Chemical Division of the Royal Australian Chemical Institute

Start Page

71

End Page

74

Number of Pages

4

Start Date

01/01/1998

ISBN-10

1875902910

Location

Central Queensland University

Publisher

Central Queensland University / Royal Australian Chemical Institute]

Place of Publication

Rockhampton, Qld.

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Faculty of Education and Creative Arts;

Era Eligible

No

Name of Conference

Royal Australian Chemical Institute. Chemical Education Division. Conference

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