Multiple Representations in Chemical Education Book

Preface

Alex Johnstone, University of Glasgow, Scotland

Macro, submicro and symbolic representations, and the relationship between them: Key models in chemical education

John K. Gilbert, The University of Reading UK and David F. Treagust, Curtin University of Technology, Australia

Section A: The challenges faced in teaching and learning about the representational triplet

Introduction

Chapter1. Learning at the submicro level: Structural representations

Bob Bucat, University of Western Australia and Mauro Mocerino, Curtin University of Technology, Australia.

Chapter 2. Micro-macro thinking in chemical education: why and how to escape

Berry van Berkel, Albert Pilot, Astrid M. W. Bulte, University of Utrecht, The Netherlands

Chapter 3. Towards a better utilisation of diagrams in research into the use of representative levels in chemical education

Maurice Cheng, University of Hong Kong and John K. Gilbert, The University of Reading,UK

Chapter 4. Learning at the symbolic level

Keith Taber, University of Cambridge,UK.

Section B: Improving existing pedagogy in respect of the triplet relationship

Introduction

Chapter 5. Learning at the macro level: The role of practical work

Georgios Tsaparlis,University of Ioannina, Greece

Chapter 6. Linking the macroscopic, sub-microscopic, and symbolic levels: The use of inorganic qualitative analysis.

Kim Chwee Daniel Tan, Nanyang Technological University, Ngoh Khang Goh, Lian Sai Chia, National Institute of Education, Singapore, David F. Treagust, Curtin University of Technology, Australia.

Chapter 7. The efficacy of an alternative instructional programme designed to enhance secondary school students’ competence in the triplet relationship

David F. Treagust and A.L.Chandrasegaran, Curtin University of Technology, Australia

Chapter 8. Linking the submicro and symbolic levels: Diagrams

Bette Davidowitz, University of Cape Town, South Africa, and Gail Chittleborough, Deakin University, Australia

Section C:Classroom solutions to the challenges posed by the triplet relationship

Introduction

Chapter 9. Structure—property relations between macro and sub-micro representations: relevant meso-levels in authentic tasks

Albert Pilot, Marijn R. Meijer, Astrid A.M. Bulte, University of Utrecht, The Netherlands

Chapter 10. Historical material in micro-macro thinking: Conceptual change in chemistry education and in the history of chemistry.

Lars Scheffel, Wiebke Brockmeier, Ilka Parchmann, University of Oldenburg, Germany

Chapter 11. The roles of multimedia in the teaching and learning of the triplet relationship in chemistry

Mei-Hung Chiu and Hsin-Kai Wu, National Taiwan Normal University, Taiwan

Chapter 12. The application of a ‘model of modelling’ to illustrate the importance of metavisualization in respect of the three levels of represention

Rosaria Justi, University of Minas Gerais, Brazil, John K. Gilbert, The University of Reading, UK, and Poliana F.M. Ferreira, University of Minas Gerais, Brazil

Chapter 13. Action research to promote the formation of linkages by chemistry students between the macro, submicro, and symbolic representational levels

Vesna Ferk Savec, Irena Sajovic, Katarina S. Wissiak Grm, University of Ljubljana, Slovenia

Section D: Towards a synthesis

Introduction

Chapter 14. Towards a coherent model for macro, submicro and symbolic representation in chemical education

John K.Gilbert, The University of Reading, UK, David F. Treagust, Curtin University of Technology, Australia

About the Authors

Index