ERIC Number: EJ1166960
Record Type: Journal
Publication Date: 2014-Oct
Abstractor: As Provided
On the Use of Analogy to Connect Core Physical and Chemical Concepts to Those at the Nanoscale
Muniz, Marc N.; Oliver-Hoyo, Maria T.
Chemistry Education Research and Practice, v15 n4 p807-823 Oct 2014
Nanoscale science remains at the forefront of modern scientific endeavors. As such, students in chemistry need to be prepared to navigate the physical and chemical concepts that describe the unique phenomena observed at this scale. Current approaches to integrating nanoscale topics into undergraduate chemistry curricula range from the design of new individual nano courses to broad implementation of modules, experiments, and activities into existing courses. We have developed and assessed three modular instructional materials designed to explicitly connect core physical and chemical concepts to those at the nanoscale. These modular instructional materials aim to be readily adapted to existing curricular format and have been designed based on an educational framework for analogy. The findings from a qualitative study involving undergraduate chemistry students indicate that analogical transfer from core physical and chemical concepts to those at the nanoscale can be facilitated through the use of these instructional materials. Conceptual challenges as well as evidence for analogical transfer are provided herein, along with recommendations for instructor implementation and future work.
Descriptors: Scientific Concepts, Logical Thinking, Chemistry, Undergraduate Students, Instructional Materials, Curriculum Design, Qualitative Research, Quantum Mechanics, Group Discussion, Interviews, Difficulty Level, Pretesting, Program Validation, Concept Teaching, Observation
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: email@example.com; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: N/A