NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1073071
Record Type: Journal
Publication Date: 2015-Aug
Pages: 5
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0021-9584
Applying Modeling Instruction to High School Chemistry to Improve Students' Conceptual Understanding
Dukerich, Larry
Journal of Chemical Education, v92 n8 p1315-1319 Aug 2015
With the release of the Next Generation Science Standards, high school chemistry teachers are now pondering the implications of their recommendations for their teaching. They may agree that traditional instruction, as the Framework points out, "emphasizes discrete facts with a focus on breadth over depth, and does not provide students with engaging opportunities to experience how science is actually done." Teachers must also wonder what a course that emphasizes models and modeling would look like. How could they modify their current classroom practice to make it more model-centered while still addressing the content they feel they must teach? This article describes the extension of Modeling Instruction, a highly successful reformed approach to teaching high school physics, to the subject of chemistry. It outlines how this approach differs from traditional instruction, including the unique organization of the content, the emphasis on conceptual understanding, how the laboratory can be used to elicit models rather than validate lecture, and the development of a classroom culture designed to encourage students to make and evaluate models.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education; High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A