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By John K. Gilbert, David Treagust
Chemistry seeks to supply qualitative and quantitative causes for the saw behaviour of components and their compounds. Doing so includes utilizing 3 varieties of illustration: the macro (the empirical houses of substances); the sub-micro (the natures of the entities giving upward thrust to these properties); and the symbolic (the variety of entities considering any adjustments that take place). even supposing realizing this triplet courting is a key point of chemical schooling, there's huge proof that scholars locate nice trouble in attaining mastery of the guidelines concerned. In bringing jointly the paintings of major chemistry educators who're discovering the triplet dating on the secondary and collage degrees, the booklet discusses the educational concerned, the issues that scholars come upon, and profitable techniques to educating. in line with the said learn, the editors argue for a coherent version for knowing the triplet dating in chemical education.
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This finding is consistent with earlier work that demonstrated the difficulty that many students find with tasks that involve (i) interpreting a 2D representation into a 3D image, (ii) performing a mental operation, such as rotation or reflection, on the 3D image and (iii) re-representation of the newly visualised 3D image as a 2D diagram (Seddon, Tariq, & Dos Santos Viega, 1982, Seddon & Shubbar, 1984, Tuckey, Selvaratnam, & Bradley, 1991). Head, Bucat, Mocerino, and Treagust (2005) report similar findings with respect to changing one’s mind’s-eye perspective from one style of representation of a molecule of a substituted cyclohexane to another style of representation.
6 The re-drawn structure of methylcyclopentane, showing all hydrogen atoms, that was the key to students answering correctly the task given by Bodner and Domin (2000) Chemists do not make things easy for the novice: molecules of a substance can be represented in a variety of ways to illustrate particular features, and to the novice these can seem to be different structures. Hoffman (1995) and Hoffman and Laszlo (1991) illustrate this point well through various representations of a molecule of camphor (Fig.
A relatively dogmatic initiation into a pre-established problem-solving tradition that the student is neither invited nor equipped to evaluate (ibid p. 351). It is equally revealing to see what, according to Kuhn, is not included, in science textbooks: The objective of a textbook is to provide the reader, in the most economical and easily assimilable form, with a statement of what the contemporary community believes it knows and of the principal uses to which that knowledge is put [Sub]. Information about how 2 Micro–Macro Thinking in Chemical Education 43 that knowledge was acquired (discovery) and about why it was accepted by the profession (confirmation) would at best be excess baggage.