Learning with understanding in the chemistry classroom

Iztok Devetak · Saša Aleksij Glažar Editors Learning with Understanding in the Chemistry Classroom Learning with Understanding in the Chemistry Classroom Iztok Devetak Saša Aleksij Glazˇar • Editors Learning with Understanding in the Chemistry Classroom 123 Editors Iztok Devetak Saša Aleksij Glazˇar University of Ljubljana Ljubljana Slovenia ISBN 978-94-007-4365-6 DOI 10.1007/978-94-007-4366-3 ISBN 978-94-007-4366-3 (eBook) Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2013953612 Ó Springer Science+Business Media B.V 2014 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer Permissions for use may be obtained through RightsLink at the Copyright Clearance Center Violations are liable to prosecution under the respective Copyright Law The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made The publisher makes no warranty, express or implied, with respect to the material contained herein Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) General Preface The main goal of chemistry education research is to understand and improve chemistry learning and teaching Research studies show the range of research design strategies and results that have contributed to an increased understanding of learning in chemistry Practitioners, however, are seldom acquainted with the findings of education research and as a consequence they are not applied into school practice The challenge is how to link together findings of research and effective practice and study their influence on curriculum, on teaching methods, and on assessment This will require more effective communication between researchers and practitioners to bridge the gap between chemistry and education disciplines This publication’s aim is to offer an additional stone in the mosaic of efforts toward changing chemistry teaching and learning from incidental and rote learning to learning with understanding and meaningful knowledge All contributions in the publication try to follow this goal Authors from 12 countries, despite cultural differences and economics of schooling emphasize the same trends, which stem from human physiology and psychology that underline learning and teaching chemistry in 18 chapters On the basis of a content analysis of the papers published in selected science education journals for a period of years it was found that research in the field of chemical education could be divided into nine categories: (1) teacher education; (2) teaching; (3) learning—students’ conceptions and conceptual change; (4) learning—classroom contexts and learner characteristics; (5) goals and policy, curriculum, evaluation, and assessment; (6) cultural, social, and gender issues; (7) history, philosophy, epistemology, and nature of science; (8) educational technology; (9) informal learning These science education fields are also illustrated from different perspectives in the present book This book is according to its content divided into three sections: Section I Teaching and learning chemistry; Section II Approaches in chemistry teaching and learning with understanding; and Section III Curriculum reform and teachers The first section ‘‘Teaching and learning chemistry’’ focuses on the general aspects of chemical education research and practice In this section the teaching and learning of chemical concepts are discussed This section comprises two parts; v vi General Preface the first part ‘‘Understanding Chemistry Concepts Teaching Strategies’’ deals with learning chemical concepts that results in understanding chemical phenomena; and the second part ‘‘Students’ characteristics on chemistry learning’’ describes and analyzes students’ characteristics that can foster chemical concepts learning with a low rate of misconceptions The first part of this section focuses on learning chemical concepts, and it has been established that chemical concepts can pose different levels of demand on students’ working memory This means that especially abstract concepts demonstrating chemical change should be presented to the students in different ways But before that teachers should understand concepts and should be able to move easily between all three representations of concepts (e.g macro-, submicro- and symbolic level) Chemical concepts are because of this characteristic specific and even more demanding in terms of understanding compared to those that can be presented only on the macro level for example Students’ learning chemical concepts with understanding should be stimulated by the teacher These stimuli should trigger students’ mental activities, so that learning would occur Without students being mentally (and also manually) active during learning, meaningful learning with understanding will not happen The concepts describing active learning are frequently discussed in the chemistry education literature but a more in-depth analysis should be provided The second part of this section comprises two chapters dealing with students’ characteristics that can significantly influence chemistry teaching and learning Students’ attributes such as motivation and interest for learning chemistry, different mental abilities (i.e intelligence, visualization abilities, working memory capacity, formal reasoning ability), social skills, and others, should be considered when the teacher organizes their school lessons, authors design the teaching material, policy makers prepare national curriculums, and teacher educators conduct pre- and in-service teacher education programs Section II entitled ‘‘Approaches in chemistry teaching and learning with understanding’’ comprises two parts; the first part ‘‘Cooperative and collaborative learning’’ presents three chapters and the second part ‘‘Teaching Strategies’’ comprises six chapters The first part focuses on cooperative and collaborative learning in the science classroom to promote students’ learning with understanding The first part deals with different aspects influencing science learning as students’ cultural, racial, ethnic, and social backgrounds can influence collaborative and cooperative learning The authors explain the development of cooperative learning methods and the integration of these approaches into science education to stimulate peer-topeer teaching and learning hoping that these approaches will enhance students’ academic achievements and stimulate interest for science learning and future careers in science and technology are presented The differences or similarities between cooperative and collaborative learning are explained by the different authors Both approaches are sometimes used for the same thing, e.g., small-group General Preface vii activities in the classroom where learning takes place, but differences can be found in the organization of the specific learning approach Collaborative learning can have fewer roles assigned, the teacher is not the center of authority, group tasks are usually more open-ended, and complex, so collaborative learning is less structurally defined as cooperative learning The second part deals with teaching strategies or approaches that support students’ engagement in mental activities in science learning If learning would take place, students should think about the content presented by the teacher, textbook, online or otherwise Some of these aspects are presented in Part II (Approaches in chemistry teaching for learning with understanding) The most important problem that science teachers face is how to motivate students to learn for their future lives as active citizens It is difficult to explain to students the fact that they are not learning just to pass the exams, but to become scientifically literate adults, who will make important and correct decisions To achieve this, teachers and science education researchers try to find ways to make students learn science concepts with understanding and for life This usually involves experimental work, using different pictorial material, context-based approaches, and multimedia environments The last section of this book entitled ‘‘Curriculum reform and teachers’’ deals with the chemistry curriculum and changes influence the chemistry teacher’s education It is mentioned that chemistry curriculums have changed over the decades from traditionally oriented chemistry teaching emphasizing symbolic and mathematical components of the chemical concepts to more context-based enquiry learning-oriented teaching supported by different applications of the informational-communicational technology It is emphasized that it is important to develop students’ scientific/chemical literacy, so that they will be able to use their science knowledge in different real-life situations On the other hand, teachers should be adequately educated so that they can efficiently implement curriculum innovations This means that teachers should in pre-service/university level education develop their sense of permanent in-service education, so that they can instantly and effectively apply those innovations that appear in the curriculum into their teaching It is stressed that teachers are aware of their possibilities to upgrade their teaching with outside school activities for students Chemistry presented in museums, industry, agriculture, medicine, science centers, forensic TV shows, etc., can influence students’ interest to learn chemistry at a formal level Teachers should for that matter use the informal ways of showing the importance of chemistry in human society to their advantage The editors would like to thank Dr Leopoldina Plut Pregelj (University of Maryland, USA) for numerous prudent suggestions that have helped to make the book as it is today Iztok Devetak Saša Aleksij Glazˇar Contents Section I Teaching and Learning Chemistry Understanding Chemistry Concepts Constructing Active Learning in Chemistry: Concepts, Cognition and Conceptions Keith S Taber The Development of Theoretical Frameworks for Understanding the Learning of Chemistry Gail Chittleborough 25 Linking the Macro with the Submicro Levels of Chemistry: Demonstrations and Experiments that can Contribute to Active/Meaningful/Conceptual Learning Georgios Tsaparlis Challenging Myths About Teaching and Learning Chemistry Diane M Bunce 41 63 Students’ Characteristics on Chemistry Learning The Learning of Chemistry: The Key Role of Working Memory Norman Reid Educational Models and Differences Between Groups of 16-year-old Students in Gender, Motivation, and Achievements in Chemistry Iztok Devetak and Saša A Glazˇar 77 103 ix x Contents Section II Approaches in Chemistry Teaching for Learning with Understanding Cooperative and Collaborative Learning Twenty-Five Years of Experience with Interactive Instruction in Chemistry George M Bodner, Patricia A Metz and Kirsten Lowrey Casey 129 Problem Solving Through Cooperative Learning in the Chemistry Classroom Liberato Cardellini 149 The Learning Company Approach to Promote Active Chemistry Learning: Examples and Experiences from Lower Secondary Education in Germany Torsten Witteck, Katharina Beck, Bettina Most, Stephan Kienast and Ingo Eilks 165 Teaching Strategies 10 Teaching Chemistry Conceptually Vickie M Williamson 11 Students’ Achievement in Learning Chemistry Through the Design and Construction Approach to Laboratory Activity and the Relation with Their Prior Achievements and Motivation to Learn Margareta Vrtacˇnik, Kristina Sodja and Mojca Juriševicˇ 12 13 14 Contexts as Learning Catalysts for Students and Teachers: Approaches and Exemplary Results from the Projects Chemie im Kontext and CHEMOL Ilka Parchmann, Nina Dunker and Wiebke Endres How Does Level of Guidance Affect Understanding When Students Use a Dynamic Simulation of Liquid–Vapor Equilibrium? Sevil Akaygun and Loretta L Jones Evaluation of the Predict-Observe-Explain Instructional Strategy to Enhance Students’ Understanding of Redox Reactions David F Treagust, Zuzi Mthembu and A L Chandrasegaran 193 209 233 243 265 Contents 15 Application of Case Study and Role-Playing in Forensic Chemistry and Analytical Chemistry Education: Students’, Graduates’ and Teachers’ Points of View Iwona Maciejowska, Renata Wietecha-Posłuszny, Michał Woz´niakiewicz and Paweł Kos´cielniak Section III 16 17 xi 287 Curriculum Reform and Teachers Fostering Active Chemistry Learning in Thailand: Toward a Learner-Centered Student Experiences Richard K Coll, Chanyah Dahsah, Sanoe Chairam and Ninna Jansoon 305 Active Learning in Computerized Chemical Education Environments Yehudit Judy Dori, Miriam Barak and Miriam Carmi 345 Prospective Chemistry Teachers’ Use of Student-Centered Learning During Their Teaching Practicum Vesna Ferk Savec and Katarina S Wissiak Grm 375 About the Authors 397 Author Index 407 Subject Index 415 18 404 About the Authors Norman Reid has taught chemistry at school and university and has also been a headteacher of a large secondary school He directed a large international research center exploring learning in the sciences and mathematics Born in Scotland, he travels and lectures widely throughout the world and has published extensively Currently, he is Emeritus Professor of Science Education, University of Glasgow; Honorary Professor of Science Education, University of Dundee; Honorary Senior Research Fellow, Department of Physics, University of Glasgow; and is the President of the Education Division, the Royal Society of Chemistry Vesna Ferk Savec is an Assistant Professor and researcher in chemical education at the University of Ljubljana, Slovenia She took a B.Sc in Chemistry and Chemical Education, and an M.Sc and Ph.D in Chemical Education, all at the University of Ljubljana Her current research interests are in evaluation of methods for teaching and learning science, including the usefulness of help-tools and associated teaching materials Kristina Sodja was preparing her diploma thesis as an undergraduate student of the Faculty of Education—program chemistry and biology at the time that the research on hands-on approach in teaching chemistry was conducted She was awarded for her diploma work at the Faculty of natural sciences and engineering, with a prestigious Prešern’s Prize for the best students’ achievement She is now a respected teacher at one of the primary school in Slovenia Keith S Taber is a Senior Lecturer in Science Education at the University of Cambridge (UK) His doctoral research concerned students’ developing understanding of chemical bonding He is a chemistry graduate who spent 17 years teaching in schools and further education He has been the Royal Society of Chemistry’s Teaching Fellow, and chair of its Chemical Education Research Group His books include ‘‘Chemical Misconceptions: prevention, diagnosis and cure’’ (RSC: 2002) and ‘‘Progressing Science Education: Constructing the scientific research programme into the contingent nature of learning science’’ (Springer: 2009) His research interests relate to various aspects of student learning in science David Treagust is a Professor of Science Education in the Science and Mathematics Education Centre at Curtin University of Technology in Perth, Western Australia and teaches courses in campus-based and international programs related to teaching and learning science He taught secondary science for 10 years in schools in England and in Australia prior to working in universities in the USA and Australia His research interests are related to understanding students’ ideas about science concepts, and how these ideas contribute to conceptual change and can be used to enhance the design of curricula and teachers’ classroom practice About the Authors 405 Georgios Tsaparlis is Professor of Science Education at the Department of Chemistry of University of Ioannina, Greece His research interests are on science/ chemistry education, and has authored or co-authored: 47 original publications in international peer-reviewed journals; chapters in international collective volumes; 12 chemistry and physical chemistry books in Greek for schools and for universities He is the founding editor and since 2005 joint editor of the Electronic Journal of Chemistry Education Research and Practice, published by the Royal Society of Chemistry He has been invited plenary or keynote speaker at many international conferences, and he is a member of the editorial boards of most leading science education journals Metka Vrtacˇnik has been full-time Professor of Chemical Education at the University of Ljubljana since 1998 She took an M.Sc in Chemical Education in 1980 and a Ph.D in Chemistry in 1986 She is a member of the Slovenian Chemical Society, and chairperson of the section of Chemical education She is also a chairperson of the Department of Chemical Education and Informatics, at the University of Ljubljana, Faculty of Natural Sciences and Engineering She teaches several courses, such as Chemical didactics, Experimental methods for chemistry teachers, Information methods in chemistry, Informationcommunication technology for chemists, etc Her research interest is application of QSAR studies in biodegradation of organic pollutants, university-industry cooperation, pattern recognition, ICT in chemical education, active teaching/ learning strategies and motivation for learning science Vickie M Williamson received her Ph.D from the University of Oklahoma She has experience teaching at secondary, community college, and university levels Since 1997 she has been a faculty member at Texas A&M University, where she teaches freshman chemistry and graduate courses in chemical education Dr Williamson has written inquiry-based curriculum materials for middle school through university and served on editorial boards Her research and teaching articles have appeared in a number of journals and books Her research interests include visualization to aid student understanding of the particulate nature of matter and inquiry-based teaching in lecture and laboratory Torsten Witteck is teacher of Chemistry and Mathematics since 1999, currently working at the Engelbert-Kaempfer-Gymnasium (grammar school) in Lemgo (Germany) In 2006, he received a Ph.D in Chemistry Education under supervision of I Eilks at the University of Bremen dealing with the development and evaluation of chemistry lesson plans based on cooperative learning, ICT, and open lab instruction Actually, he is part of a Participatory Action Research group focusing alternative methods and curricula in chemistry education accompanied by the University of Bremen and co-author of the textbook series Chemie Interaktiv for German middle and comprehensive schools 406 About the Authors Michał Woz´niakiewicz is a Research Assistant at the Laboratory for Forensic Chemistry at the Jagiellonian University (JU, Kraków, Poland); a researcher, an academic teacher, and a lecturer at the TEMPUS—EDUFORMAK project He focuses his scientific interest on forensic chemistry but also persistently develops new exercises for students, especially using the ‘‘teaching-in-context’’ approach He is the author of 21 scientific papers and several conference contributions (e.g., ‘‘Bank robbery?—example of forensic chemistry training,’’ Variety in Chemistry Education, 2004) Currently, he conducts a new project concerning the implementation of blended learning in the forensic chemistry module at the JU Author Index A Abed, A., 351–353, 370 Abraham, M R., 5, 11, 104, 105, 193, 194, 197, 204, 243, 348, 368, 370 Acampo, J., 267 Adey, P., 81 Adir, N., 348, 369 Aikenhead, G S., 15 Ainsworth, S., 103 Akaygun, S., 244, 248, 251 Akey, T M., 111 Alexander, P A., 211 Ali, A A., 82, 83, 86 Alkan, M., 244 Allen, J B., 195 Ally, M., 105 Al-Qasmi, S., 86 Amado, J., 209 Ames, C., 156, 159 Anderman, E M., 105, 106 Anderson, J R., 71, 212, 265, 268, 284 Andersson, B., 31, 34 Andre, T., 221 Ardac, D., 244 Ashkenazi, G., 200 Atkinson, C., 84 Aubusson, P., 290 Ausubel, D P., 6, 45, 46, 48, 159, 244, 265 Ayas, A., 245, 320 Ayres, P., 245 Azcona, R., 308 B Babczonek-Wróbel, D., 289 Baddeley, A D., 64, 79, 83 Badger, S M., 198 Bain, J., 156 Baird, J H., 150 Baker, L N., 195 Balfakih, N M A., 326, 327 Ballantyne, R., 196, 266, 346–348, 350, 354, 368–370 Barakat, H., 308, 312 Barbosa, R., 322, 345, 348, 369 Barth, A., 348 Bartholomew, H., 381 Bateman, H V., 158 Bates, G R., 166 Bäumer, M., 129 Baumert, J., 158 Beall, H., 320 Beck, K., 169, 174, 183 Becker, N., 104 Belcher, J W., 346, 369 Bell, J., 368 Bell, P., 246, 247, 259, 260 Belloni, M., 348 Belt, S., 288 Bennett, J C., 199 Bent, H A., 56 Ben-Zvi, R., 46, 193 Bergquist, W., 308 Bernstein, I H., 281 Berry, A., 349 Bertucci, A., 153, 154 Bhushan, N., 26 Biklein, S K., 270 Birk, J P., 198 Black, A E., 105, 215 Bligh, D A., 65, 66 Bloom, B S., 359 Blosser, P E., 165 Bobich, J A., 212 Bodner, G M., 29, 129, 135, 209 Boekaerts, M., 157 Bogdan, R C., 270 Boh, L., 153 I Devetak and S A Glazˇar (eds.), Learning with Understanding in the Chemistry Classroom, DOI: 10.1007/978-94-007-4366-3, Ó Springer Science+Business Media B.V 2014 407 408 Bonwell, C C., 46, 346, 392 Boo, H K., 35 Borowska, B., 289 Bothell, D., 71 Botton, C., 84 BouJaoude, S., 308, 312 Boulter, C J., 36 Bourque, D R., 195 Bowen, C W., 159, 252 Bowlden, V., 166 Boyle, M., 151 Brandes, D., 376 Bransford, J D., 64, 159 Brent, R., 150, 152–154, 159 Brickman, P., 213 Briner, D., 31, 320 Brophy, J., 157, 210, 227 Bruner, J S., 46, 244, 346 Bryman, A., 109 Bryne, M D., 71 Buchs, C., 153 Bulte, A., 32 Bunce, D M., 66, 68, 70, 71, 104, 202, 308, 320, 375 Buonanno, J F., 70 Burke, K A., 200, 209, 244 Burnard, P., 376 Butera, F., 153 Butts, B., 18 Byers, B., 129 Byrne, J P., 210 Byrne, M S., 299 C Cacciatore, K L., 209 Cagiltay, K., 246, 247, 259, 260 Cain, L., 308 Caldwell, J E., 136 Çalik, M., 319, 320 Camacho, M., 308 Campbell, B., 32 Canpolat, N., 244 Capie, W., 108 Cardellini, L., 154–158 Carlson, C D., 195 Carmi, M., 350 Carnduff, 88 Carolan, J., 30 Carpenter, T., 143 Carr, M., 266, 308 Carson, B H., 159 Case, J., 244 Case, R., 43 Author Index Cassum, S., 327 CEFIC, 167, 299 Cervellati, R., 56 Chairam, S., 315 Chambers, S K., 221 Champagne, A B., 166, 181, 185, 265 Chandler, P., 245 Chandrasegaran, A L., 267, 369 Chang, C Y., 222 Chang, R., 308 Charania, N., 327 Charlesworth, P., 212 Chatterjee, S., 195 Chelimsky, E., 375 Cheng, W Y., 222 Chiappetta, E L., 150, 154 Childers, R L., 50, 52 Childs, P E., 154 Chimeno, J S., 199, 212 Chinn, C A., 245 Chittleborough, G D., 26, 28–30, 32, 36, 104, 105 Chiu, M-H., 312 Choi, M M.F., 313 Chomat, A., 47, 51 Christou, K., 82, 83 Chu, Y.-C., 83, 86, 90 Chudowsky, N., 64 Cirino, P T., 377 Clark, R E., 210, 245 Clearly, T J., 227 Cocking, R R., 64 Cohen, A., 210 Cohen, I., 352 Cole, R., 104 Coll, R K., 108, 308, 311, 314, 315, 317, 319, 321, 326, 327 Colosi, J C., 326 Cooper, M M., 150 Coppola, B., 105 Corno, L., 211 Costa, N., 44 Cottell, P G., Jr., 152, 154, 158 Cox, A J., 348 Craig, R., 244 Csikszentmihalyi, M., 10 Curriculum Papers 512, 77 D Damon, C., 141, 153 Danili, E., 82, 83, 85, 89 Davidowitz, B., 104 Davis, E A., 246, 247, 259, 260 Author Index de Berg, K., 104 De Groot, E V., 157 De Jong, O., 267, 349, 375 de Vos, W., 32, 46, 193, 349 Deci, E L., 105, 157, 211, 212, 223 Dee Fink, L., 376, 377 Demeo, S., 320 Demuth, R., 212, 236, 237 DePierro, R., 43, 53 DEST, 25 Deutsch, M., 140 Devetak, I., 104, 106, 118, 119, 319 Dierks, W., 56 Dominic, S., 308 Donovan, W J., 348 Doppelt, Y., 221 Dori, Y J., 196, 308 Dougherty, R C., 159 Downs, C T., 222 Driver, R., 5, 265 Duit, R., 5, 51, 265 Duncan, R G., 245 Dunnivant, F M., 319 Duschl, R A., 26, 165 E Eccles, J S., 210 Eilam, B., 321 Eilks, I., 129, 166–169, 174, 178, 184, 321 Eison, J A., 46, 346 El-Banna, H., 157 Elby, A., Elliott, J., 158 Erduran, S., 26, 30, 32 Erk, S., 210 Erlwanger, S., 141 Euler, M., 233 Eurich, C W., 210 Evans, J J., 209 F Fahy, P J., 382 Faikhamta, C., 326 Felder, R M., 150, 152–154, 157, 159 Feltham, N F., 222 Fensham, P J., 18, 31, 266 Ferk Savec, V., 381 Festinger, L., 96 Fienhold, J., 244 Fies, C., 136 Fine, L W., 50 409 Fischer, S., 212 Fleming, F F., 212, 321 Fosnot, C T., 209 Fowles G., 53 Fox, N A., 210 Foy, R L., 108 France, B., 317 Fraser, B J., 131, 139, 269, 352 Friedel, A W., 196 Fullan, M., 349 Fuller, H., 350 Furio, C., 308 Furlan, P Y., 209 G Gabbert, B., 143 Gabel, D., 370 Gabel, D L., 308, 320 Gale, J., 244 Garafalo, F., 43, 53 García Franco, A., 6, 17 Garforth, F M., 78 Garnett, Pam J., 268 Garnett, Pat J., 267, 268 Geban, 244 Gelisli, Y., 375 Georgiadou, A., 43 Georgiou, A K A., 15 Gibbs, G., 376 Giddings, G J., 352 Gil, V M S., 244 Gilbert, J K., 6, 10, 14, 15, 18, 34, 36, 41, 104, 313 Gillespie, R J., 57 Gillies, R M., 151 Ginnis, P., 376 Glazˇar, S A., 104, 106, 118, 119, 319 Glaser, R., 64 Glynn, S., 321 Glynn, S M., 212, 213 Goldman, S R., 158 Good, R., 308, 312 Goodenough, D R., 157 Goodwin, C J., 380, 381 Gopal, H., 244 Gowin, D B., 69 Grant, E R., 139, 347 Green, J., 212, 223, 227 Greenbowe, T J., 200, 244 Grosslight, L., 36 Guisasola, J., 308 Gunstone, R F., 166, 181, 185, 265, 266 410 H Häusˆler, P., 51 Hackling, M W., 31, 46, 268 Haidar, A H., 105, 193, 243 Hailikari, T., 221 Haim, L., 199 Haines, D., 31, 320 Halakova, Z., 104 Hameiri, M., 308, 369 Hammer, D., Hand, B M., 209 Hannafin, M J., 246, 247, 259 Harden, R M., 376 Harder, A K., 225 Hardinger, S A., 348 Hardy, T., 156 Hargreaves, A., 349 Harris, S P., 45 Harrison, A G., 16, 27, 105, 267 Hassan, A K., 88 Hegarty-Hazel, E., 314 Heikkinen, H., 308 Heller, P., 153 Henze, I., 350, 369 Herrington, D G., 166 Herron, J D., 43, 154, 155, 159 Herscovitz, O., 349, 350, 361 Hertz-Lazarowitz, R., 166, 326 Hewson, M G., 221 Hewson, P W., 221 Heyworth, R M., 320 Hinckley, C C., 321 Hinton, M E., 27 Hmelo-Silver, C E., 245 Hockley, W E., 71 Hofstein, A., 165, 166, 185, 345, 346, 352, 368 Hollabaugh, M., 153 Holliday D C., 322, 323 Holme, T A., 212 Holubec, E J., 150, 151 Hopf, B., 287 Hopson, M H., 346 Horsley, D L., 350 Howe, A C., 308 Hsi, S., 368 Huddle, P A., 308 Hudson, H T., 45 Huet, I., 392 Hughes, J M., 26 Hume, A., 314, 327 Hunn, D., 193, 308 Hussein, F., 90, 95, 345 Hwang, J., 211 Author Index I Ift, J B., 49 Ingle, R., 56 Institution for Promoting Science and Technology [IPST], 305, 309 IUPAC, 51 Izquierdo, M., 104 J Jackson, P T., 288, 289 Jackson, S L., 246 Jackson, S., 368 Jang, H., 210, 227 Jarvela, S., 211 Jegede, O J., 15 Jenkins, E W., 77 Jigneus, C., 308 Jofili, Z., 322 Johnson-Laird, P N., 321 Johnston, A H., 243, 288, 289, 294, 296, 300 Johnston, R B., 356 Jonasson, J T., 300 Jong, D T., 244 Joolingen, V., 244 Jordan, K D., 244 Jose, T J., 196, 198 Joseph, A., 104 Judson, E., 136 Jung, E S., 95, 97, 98 Juriševicˇ, M., 104, 210, 215, 223 Justi, R., 313 K Kabapinar, F., 320 Kaberman, Z., 345, 349, 353, 369 Kagan, S., 153 Kalyuga, S., 245 Kampourakis, K., 51 Kandt, W., 236 Kantardjieff, K A., 348 Karas´, A., 290 Karatas, F O., 245 Karsli, F., 245 Kass, H., 266 Kaufman, D B., 158 Kay, R H., 136 Kaya, S., 222 Keig, P F., 106 Kellett, N C., 78, 79 Kelly, R M., 104 Kempa, R., 44 Author Index Kern, A L., 104 Kester, L., 245 Keyser, M W., 347 Kienast, S., 169 Kimbrough, D R., 288, 290 Kind, V., 5, 11 Kipnis, M., 166, 185 Kirkwood, V., 156 Kirsch, P., 312 Kirschner, P A., 83, 85, 210, 245 Kleinsmidt, K., 244 Klich, J., 288 Klopfer L E., 166, 265 Knezek, G A., 346 Koballa, T R., 150, 154 Kolb, D., 308 Kolioulis, D., 44 Kousathana, M., 308 Kozma, R B., 31 Krajcik, J., 31, 246, 349, 368 Krajcik, J S., 267, 268 Krishnan, S R., 308 Kroesbergen, E H., 210 Kumar, A., 313 L Laaksonen, S., 213 Lakoff, G., 14 Lang, M., 167 Larkin, J H., 320 Laughlin, P R., 153 Laugksch, R C., 227 Lavonen, J., 213 Layman, J W., 348 Lazarowitz, R., 150, 166, 314, 326, 352 Lea, S J., 376 Leach, J., 320 Leavey, M B., 141 Lederman, N G., 235 Ledlow, S., 150 Lee, K.-W L., 118 Leerhoff, G., 235 Lekhavat, P., 244 Lepper, M R., 157 Lerman, Z., 203 LeSage, A., 136 Lewin, K., 140 Liberman, D., 45 Licht, P., 46 Liew, C W., 266 Lin, Q., 312 Lindblom-Ylanne, S., 221 411 Linn, M C., 166, 246, 348, 368 Lipkowitz, K B., 348 Lohman, M C., 350 Longden, K., 105 Loucks-Horsley, S., 350 Loudon, G M., 137 Loughran, J., 349 Lowrey, K A., 138, 139 Loyens, S M M., 245 Lucas, K B., 349 Lumpe, A T., 56 Lunetta, V N., 165, 166, 346 Luria, A R., Lybeck, L., 56 Lythcott, J., 308, 320 M MacArthur, J R., 67, 136, 137, 201 Maciejowska, I., 288–290, 299 Madden, N A., 141 Magen, H., 210 Mamiala, T L., 30, 32, 323 Mamlok, R., 46 Marcus, S T., 53 Marjieh, C., 351, 353 Markic, S., 167, 168 Marques, L., 44 Marsh, H W., 212, 215, 223, 227 Marshall, J., 136 Martin, J A., 212, 223, 227 Martyn, M., 137 Matthews, M R., 209 Mayer, R E., 104, 210, 244 Mazur, E., 67, 150 McComas, W F., 235 McElroy, L J., 319, 320 McGuigan, L., 103 McIntire, W R., 45 McKeachie, W J., 65, 66, 150 McKee, E., 195 McLeish, J., 133 McMullin, B., 375 McRobbie, C J., 349, 352 Meece, J L., 106, 117 Meheut M., 47, 51 Mellon, E K., 355 Menis, J., 56 Merriam, S B., 270 Mettes, C T C W., 308 Metz, P A., 131, 132, 146 Meyers, C., 346 Millis, B J., 152, 154, 158 412 Milne, R W., 197 Ministry of Education (MoE), 306, 345 Mitchell, P A., 26 Mitchell, R C., 308 Mocerino, M., 32, 104 Moog, R S., 57 Moreno, R., 244 Morris, J E., 56 Morrison, T I., 48, 57 Moskal, B M., 382 Most, B., 169 Mulford, D R., 118 Mulhall, P., 349 Murphy, P K., 211 Musonge, P., 244 N Nachmias, R., 348 Nakamura, J., 212 Nakhleh, M B., 27, 31, 154, 165, 194, 267, 268, 314, 321, 348 Nakibog˘lu, C., 18 Nash, J J., 172 National Research Council, 375 NCRTL, 57 Nentwig, P M., 212 Nentwig, P., 234 Niaz, M., 44, 53, 57, 193 Nicholls, J G., 142, 145 Niemi, H., 347 Niemivirta, M., 211 Nieswandt, M., 106, 108, 222 Novak, J D., 69, 157 Novick, S., 56, 193 Nowacki, T W., 287 Nuffield Curriculum Projects Centre, 25 Nunally, J C., 281 Nurrenbern, S C., 152, 193, 194 Nussbaum, J., 47, 193 Nuthall, G., 65 O O’Donnell, A M., 153 O’Kelly, J., 153 Oakley, B., 152–154 Obaya, A., 152 Ogunniyi, M B., 150 Okebukola, P A., 143, 150 Oliver, J S., 106 Onwuegbuzie, A J., 356 Open Teaching Toolkit, 154 Author Index P Pätzold, G., 167 Pallant, J., 109 Papageorgiou, G., 120 Papaphotis, G., 57 Pappa, E., 44 Pascual-Leone, J., 84, 156 Patrick, H., 156 Pellegrino, J W., 64 Percival, F., 66 Perkins, K., 137 Phelps, A J., 104, 244 Piaget, J., 84, 141, 200 Pickering, M., 193, 194 Pillay, A E., 308 Pilot, A., 32 Pintrich, P R., 105, 156, 157, 159 Plane, R A., 53 Pogacˇnik, V., 108 Polles, J., 165 Prain, V., 30, 103 Preston, K R., 46 Prince, M., 150, 152 Prokša, M., 104 Q Qin, Z., 154 R Ralle, B., 167–169 Ramnarain, U., 104 Ramsden, J., 31, 36, 77, 93 Ramsden, J H., 31, 36, 77, 93 Ramson, W S., 26 Rappoport, L T., 200 Rasmussen, C., 104 Raven, B H., 151 Razdevšek-Pucˇko, C., 104 Reid, N., 57, 82–84, 86–91, 93, 94, 96, 98, 159 Reid, P A., 82, 86, 93 Rennie, L J., 105 Richlin, L., 159 Rickey, D., 104 Roadrangka, V., 157 Roberts, J L., 31 Roberts, Jr., J L., 49 Rodriguez, M A., 44, 53, 57 Roehrig, G H., 104 Rop, J., 58 Roschelle, J., Rosenfeld, S., 26 Author Index Ross, J A., 143 Rowe, M W., 201 Rubba, P A., 106 Ruebush, L E., 195 Russell, A A., 70 Russell, J., 31, 200 Russell, T., 103 Ryan, R M., 105, 157 S Samuel, J., 196 Sanger, M J., 104, 198 Sawada, D., 136 Sawrey, B A., 194 Scerri, E., 30, 32 Schmidt, H J., 13, 56 Schoenfelder, E., 210, 223 Scottish Qualifications Authority, 77, 210 Sedlak, M., 63 Selco, J I., 31 Shah, I., 88 Shah, P., 105 Sharan, S., 143, 144 Sharp, D W A., 289, 300 Shaw, J I., 151 Shayer, M., 56, 81 Sheehan, M., 154 Sherman, A., 50 Sherman, S J., 50 Sherwood, R., 196 Shiffrin, R., 84 Shulman, L., 30, 37, 158, 159 Shulman, L S., 158, 159 Sienko, M J., 53 Silberberg, M S., 29 Silberstein, J., 46, 193 Simpson, R D., 106 Sirhan, G., 88 Skryabina, E., 93–95 Slavin, R E., 141–144, 150, 152, 154, 156 Sleet, R J., 154 Smith, J P., Smith, K., 150 Smith, K A., 152 Smythe, A M., 290 Soloman, B A., 157 Solomon, J., 15, 105 Soloway, E., 246, 349, 368 Solsona, N., 104 Somsook, E., 315, 319 Sousa, D A., 66 Sözbilir, M., 244 413 Spencer, J N., 57, 243 Springer, L., 150 St Clair-Thomson, H., 83 Stains, M., 104 Staver, J R., 56 Steffe, L., 244 Steffensky, M., 234, 239 Steinkamp, M., 117 Stevens, M G., 29 Stodolsky, S S., 143 Stromdahl, H., 56 Sweeney, G., 104 Sweller, J., 69 T Taber, K S., 5–8, 11–18, 20, 52 Talanquer, V., 104 Tasker, R., 166 Teichert, M A., 104 Tezcan, H., 244 Thagard, P., Thiele, R B., 105 Thijs, A., 268 Tien, L T., 104 Tinger, J B., 312 Tinker, R., 244 Tobin, K G., 108, 165, 166 Tobin, K., 131, 139 Toomey, R., 43, 53, 54 Toulmin, S., Towns, M H., 104, 139, 151, 158 Treagust, D F., 16, 26–30, 32, 36, 41, 104, 105 Tsaparlis, G., 18, 41, 43, 44, 47, 51, 54, 56, 57 Tuan, H L., 106, 108 Tulberg, A., 56 Tytler, R., 30 U Urdan, T., 210, 223, 227 V VandenPlas, J R., 70 Velázquez-Marcano, A., 200 Venville, G J., 94, 105 Vermetten, Y J., 157, 193 Vogrinc, J., 104, 118 von Glasersfeld, E., 46 Vygotsky, L S., 141, 150 414 W Wacks, D B., 31 Waldrip, B., 30, 103 Wandersee, J H., 70 Watkins, J T., 197, 198 Watts, D M., 6, 10, 15 Watts, M., 20 Wawro, M., 104 Waxman, H C., 377, 381 Webb, G., 78 Wellington, J., 314 Westbrook, S L., 193 Wham, A J B., 41, 87 Wheeler, M A., 70, 72 Wieman, C., 137 Wigfield, A., 210 Williamson, V M., 105, 193, 196–198, 200, 201 Windschitl, M A., 200 Author Index Witkin, H A., 157 Witteck, T., 166–169, 171, 174, 178, 182, 183 Wright, T., 32 Wu, H K., 105 Wuhrer, R., 29 Y Yager, R E., 27 Yang, M J., 86, 159 Yezierski, E J., 198 Young, A J., 105, 106 Z Zusho, A., 105, 156, 159 Zylbersztajn, A., 14 Subject Index A Abilities, 35, 107, 108, 118, 119, 181, 195, 211, 235, 289, 313 Abstract concept, 21, 26, 43, 243 ideas, 21, 26, 83, 95, 238, 347, 348, 368 nature, 21, 288 thinking, 226 Action research, 158, 168, 169, 171, 174 Active learning environment, 146, 157, 351, 354, 366, 370 methods, 222 techniques, 196 Activities learning, 350, 376, 394 Alternative conceptions, 5, 11, 12, 14–16, 21, 43, 46, 284, 285, 308, 309, 311, 312, 319 teaching methods, 182 Analogies, 13, 26, 51, 205, 212, 235, 240, 241, 312, 321 Animations, 170, 197, 198, 200, 204, 205, 244, 258, 348 Assignments, 153, 170, 197, 244, 346, 355 Attitude, 67, 90, 93–96, 129, 133, 134, 137, 149, 212, 224, 243, 259, 294, 300, 351, 368 Ausubel, 45, 69, 85 B Brainstorming, 287 C Case studies, 345, 351, 361 Chemical epistemology, 26, 36, 37 literacy, 25, 37, 220 representation, 27–30, 32, 34, 35 Chemistry topics acid-base chemistry, 168 acid rain, 313 analytical chemistry, 178, 191, 287 atomic mass, 44, 311 atomic theory, 29 chemical and physical changes, 7, 47 chemical bonding, 46 chemical equations, 42 chemical formulas, 42 chemical kinetics, 313, 314, 316, 319 colligative properties, 309 complexometric titrations, 92 concentrations, 91, 308 cosmetics, 178 energy, 47, 51, 54 forensic chemistry, 290, 294 gas laws, 194, 203 law of constant proportions, 205 methods of separating matter, 166 particle nature of matter, 196 protein structure, 356, 357 quantum chemical concepts, 57 redox reactions, 92, 267, 269, 272, 279 stoichiometric calculation, 56, 149 the amount of substance (mole), 56, 90, 308 toxicological analysis, 292 Classroom climate, 32, 210 environment, 132, 135, 138, 285 observation, 168, 257, 311, 362, 377, 380, 381 response systems, 136 Classroom environment, 129 Clickers, 66–68, 72, 73, 136, 137, 146, 202, 204 Cognitive I Devetak and S A Glazˇar (eds.), Learning with Understanding in the Chemistry Classroom, DOI: 10.1007/978-94-007-4366-3, Ó Springer Science+Business Media B.V 2014 415 416 Cognitive (cont.) accelerations, 81 achievement, 165, 168, 184 conflict, 119, 238, 266, 272, 310, 312 development, 105, 150 levels, 119 load, 69, 87, 245, 254 process, 8, 11, 96, 142, 149 skills, 25, 132, 142, 143, 150 structures, 238, 245, 260 Collaborative learning, 209 skills, 151 Competence, 30, 34, 234, 235, 245, 309, 376, 394 Computer animation, 196, 197, 204, 205, 244, 348 molecular visualization, 198 Concept change, 46, 47, 309–312 learning, 10 mapping, 11, 238, 239 Constructivism, 6, 37, 46, 85, 209, 346, 369 Cookbook style, 314, 315 Cooperative learning, 47, 129, 139–144, 146, 150, 152–154, 156, 158–160, 166, 167, 184, 321, 326, 327 Curriculum reform, 305 D Demonstrations, 41, 44, 47, 56, 67, 73, 133, 194–196, 200, 210, 312, 314, 315, 320, 355, 359 Diagnostic instrument, 107 E Evaluation, 36, 43, 109, 119, 158, 166, 167, 171, 178, 214, 240, 243, 278, 296, 323, 382, 394 Everyday experiences, 27, 31, 36, 380, 383, 393 Experimental abilities, 172, 237 results, 171, 389 skills, 226, 386, 389 F Field work, 119 Formal cooperative learning, 152 Subject Index reasoning abilities, 105, 107, 108, 118 Formative assessment, 202 G Gender, 106, 109, 112, 119, 198, 201, 351, 370 Group discussion, 313 H Hands-on activities, 181, 182, 218, 277, 281, 283, 327, 359, 384 practice, 355 High-achieving students, 327 Historical approach, 53 I Information Process model, 64 Intellectual activity, 156 Interdisciplinary approach, 354 Interview, 240, 252, 269, 270, 281, 283, 284, 294, 311, 363 J Johnstone, 26, 27, 29, 37, 41, 56, 66, 81, 86, 289, 296 K Knowledge construction, 150, 166, 227, 392 level, 37 L Leadership skills, 298 Learning achievements, 106, 117, 211, 227 activities, 142, 143, 211, 212, 236, 310, 311, 326 communities, 236, 237 environment, 64, 118 experiences, 140, 314 groups, 152, 169, 182 outcomes, 5, 152, 211, 289, 310, 326, 327, 366 process, 5, 46, 64, 77, 93, 130, 157, 194, 210, 221, 233, 240, 307, 309, 312, 315, 327, 376, 381, 392 styles, 157, 235, 347 Subject Index Learning process, 387 Long term activities, 300 memory, 41, 85, 86, 103, 211 Low achievement students, 311, 313 M Mathematical level, 194, 200 Meaningful contexts, 166 learning, 6, 9–11, 44, 46, 52, 57 Memorization, 72, 376 Memory capacity, 77, 82, 96–98 Mental abilities, 108 models, 31, 36, 105, 150, 194, 246, 248, 321, 348 Metacognition, 64 Metaphors, 14, 19, 26 Motivation extrinsic, 157, 212 intrinsic, 10, 105, 108, 109, 113, 118, 119, 141, 210, 213, 223 Motor skills, 347 Multimedia, 104, 172, 173, 183, 196, 203 417 Pre-learning, 87, 88 Prior knowledge, 12, 14, 16, 27, 45, 105, 157, 213, 221, 245, 247, 282, 309, 312, 313 R Role-playing, 203, 288, 290, 296, 299 O Observation sheets, 288 Online quiz, 68 Online quizzes, 68 Open-ended assessments, 64 S Science competencies, 210 process skills, 218, 245 tasks, 150 Scientific concepts, 212, 213, 221, 240 ideas, 240, 246 inquiry, 213, 235, 314, 361 method, 269, 314 models, 209 principles, 246 questions, 235, 236 Self-confidence, 222, 283, 322 Self-determination theory, 211 Small-group activities, 210, 288 Social constructivists approach, 209 interactions, 246, 312 Stories as learning catalysts, 237 Strategies, 209, 211, 213, 225, 227, 243, 246, 247, 249, 259, 265, 266, 268, 277, 284, 298, 315, 324, 347, 349, 376, 377 Student achievement, 210, 215, 220, 227 engagement, 314, 346 performance, 210, 213, 221, 276 stimuli, 215, 233 P Peer coaching, 285 learning, 150 ratings, 158 Peer interactions, 247 Piaget, 84, 141 Practical pedagogical training, 375, 379, 381, 392 science abilities and skills, 314 work, 5, 7, 11 Preconceptions, 237, 265 Predictive ability, 85, 109, 200 T Teaching learning process, 210, 307 styles, 235, 314 Team group formation, 288, 290 leader, 293 management, 288 members, 293 roles, 293 Test follow-up, 258 instrument, 269 Text-book approach, 226 N Neurophysiological research, 210 418 Thinking skills, 226, 266, 349, 351, 361, 366, 370 Types of representation macro, 308 micro, 308 symbolic, 308 U University students, 267, 299 teacher, 236, 288, 380, 382 V Visualization abilities, 347 D, 347 Subject Index methods, 368 tools, 345 Vocational education, 287 W Web-based application, 355 modeling tools, 346 worksheet, 355 .. .Learning with Understanding in the Chemistry Classroom Iztok Devetak Saša Aleksij Glazˇar • Editors Learning with Understanding in the Chemistry Classroom 123 Editors Iztok... learn these ‘facts’ and then opt to study chemistry at higher levels, they will find that their Constructing Active Learning in Chemistry 17 prior learning interferes with their understanding of... that learning will occur Without students’ being mentally (and also manually) active during learning, meaningful learning with understanding will not happen The concepts describing active learning