Product Description

Chemistry is a conceptual subject and, in order to explain many of the concepts, teachers use models to describe the microscopic world and relate it to the macroscopic properties of matter. This can lead to problems, as a student's every-day experiences of the world and use of language can contradict the ideas put forward in chemical science. These titles that have been designed to help tackle this issue of misconceptions. Part 1 deals with the theory, by including information on some of the key alternative conceptions that have been uncovered by research; ideas about a variety of teaching approaches that may prevent students acquiring some common alternative conceptions; and general ideas for assisting students with the development of appropriate scientific conceptions. Part 2 provides strategies for dealing with some of the misconceptions that students have, by including ready to use classroom resources including copies of probes that can be used to identify ideas held by students; some specific exercises aimed at challenging some of the alternative ideas; and classroom activities that will help students to construct the chemical concepts required by the curriculum. Used together, these two books should provide a good theoretical underpinning of the fundamentals of chemistry. Trialled in schools throughout the UK, they are suitable for teaching ages 11-18.

Product Details

• Amazon Sales Rank: #2699426 in Books
• Published on: 2002-01-31
• Original language: English
• Number of items: 2
• Binding: Paperback
• 420 pages

Customer Reviews

What are they thinking?
This book is excellent for highlighting areas of common misconceptions in the chemistry classroom. It goes through some of the more prevelant misconceptions that pupils have, such as particle theory and the nature of atoms & elements. As a student teacher I have found this book very helpful for planning lessons and uderstanding my pupils better. The book alerts us to the fact that many pupils will come to science lessons with their own, often erroneous, chemistry theories. This helps techers and students to really think about how best to challenge those ideas and how to ensure that pupils will leave the classroom with accurate knowledge and maybe a new way of looking at the world around them.