Selection of Authentic Modelling Practices as Contexts for Chemistry Education

Autor/inn/en	Prins, Gjalt T.; Bulte, Astrid M. W.; van Driel, Jan H.; Pilot, Albert
Titel	Selection of Authentic Modelling Practices as Contexts for Chemistry Education
Quelle	In: International Journal of Science Education, 30 (2008) 14, S.1867-1890 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Water Quality; Chemistry; Science Curriculum; Science Instruction; Teaching Methods; Scientific Concepts; Models; Learning Theories; Knowledge Level; Science Laboratories; Foreign Countries; Evaluation Methods; Secondary School Science; Science Process Skills; High School Students; Netherlands + Suchen Sie Ihr Suchwort? Wasserqualität; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Learning theory; Lerntheorie; Wissensbasis; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Niederlande
Abstract	In science education, students should come to understand the nature and significance of models. In the case of chemistry education it is argued that the present use of models is often not meaningful from the students' perspective. A strategy to overcome this problem is to use an authentic chemical modelling practice as a context for a curriculum unit. The theoretical framework for this strategy is activity theory rooted in socio-cultural theories on learning. An authentic chemical modelling practice is characterized by a set of motives for model development through a well-defined modelling procedure using only relevant issue knowledge. The aim of this study was to explore, analyse, and select authentic chemical modelling practices for use in chemistry education. The suitability of the practices was reviewed by applying a stepwise procedure focused on criteria such as students' interest and ownership, modelling procedure, issue knowledge, and feasibility of the laboratory work in the classroom. It was concluded that modelling drinking-water treatment and human exposure assessment are both suitable to serve as contexts, because both practices exhibit clear motives for model construction and the applied modelling procedures are in line with students' pre-existing procedural modelling knowledge. The issue knowledge involved is consistent with present Dutch science curriculum, and it is possible to carry out experimental work in the classroom for model calibration and validation. The method described here to select and evaluate practices for use as contexts in chemistry education can also be used in other science domains. (Contains 2 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10