Multiple Representations in Chemical Education by John K. GilbertMultiple Representations in Chemical Education by John K. Gilbert

Multiple Representations in Chemical Education

EditorJohn K. Gilbert, David Treagust

Paperback | October 28, 2010

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Chemistry seeks to provide qualitative and quantitative explanations for the observed behaviour of elements and their compounds. Doing so involves making use of three types of representation: the macro (the empirical properties of substances); the sub-micro (the natures of the entities giving rise to those properties); and the symbolic (the number of entities involved in any changes that take place). Although understanding this triplet relationship is a key aspect of chemical education, there is considerable evidence that students find great difficulty in achieving mastery of the ideas involved. In bringing together the work of leading chemistry educators who are researching the triplet relationship at the secondary and university levels, the book discusses the learning involved, the problems that students encounter, and successful approaches to teaching. Based on the reported research, the editors argue for a coherent model for understanding the triplet relationship in chemical education.
Title:Multiple Representations in Chemical EducationFormat:PaperbackDimensions:377 pages, 9.25 × 6.1 × 0.07 inPublished:October 28, 2010Publisher:Springer NetherlandsLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:9048180139

ISBN - 13:9789048180134

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Table of Contents

PrefaceAlex Johnstone, University of Glasgow, Scotland Macro, submicro and symbolic representations, and the relationship between them: Key models in chemical educationJohn K. Gilbert, The University of Reading UK and David F. Treagust, Curtin University of Technology, AustraliaSection A: The challenges faced in teaching and learning about the representational tripletIntroductionChapter1. Learning at the submicro level: Structural representationsBob Bucat, University of Western Australia and Mauro Mocerino, Curtin University of Technology, Australia. Chapter 2. Micro-macro thinking in chemical education: why and how to escapeBerry van Berkel, Albert Pilot, Astrid M. W. Bulte, University of Utrecht, The NetherlandsChapter 3. Towards a better utilisation of diagrams in research into the use of representative levels in chemical educationMaurice Cheng, University of Hong Kong and John K. Gilbert, The University of Reading,UKChapter 4. Learning at the symbolic levelKeith Taber, University of Cambridge,UK.Section B: Improving existing pedagogy in respect of the triplet relationshipIntroductionChapter 5. Learning at the macro level: The role of practical workGeorgios Tsaparlis,University of Ioannina, GreeceChapter 6. Linking the macroscopic, sub-microscopic, and symbolic levels: The use of inorganic qualitative analysis.Kim Chwee Daniel Tan, Nanyang Technological University, Ngoh Khang Goh, Lian Sai Chia, National Institute of Education, Singapore, David F. Treagust, Curtin University of Technology, Australia.Chapter 7. The efficacy of an alternative instructional programme designed to enhance secondary school students' competence in the triplet relationshipDavid F. Treagust and A.L.Chandrasegaran, Curtin University of Technology, AustraliaChapter 8. Linking the submicro and symbolic levels: DiagramsBette Davidowitz, University of Cape Town, South Africa, and Gail Chittleborough, Deakin University, AustraliaSection C:Classroom solutions to the challenges posed by the triplet relationshipIntroductionChapter 9. Structure - property relations between macro and sub-micro representations: relevant meso-levels in authentic tasksAlbert Pilot, Marijn R. Meijer, Astrid A.M. Bulte, University of Utrecht, The Netherlands Chapter 10. Historical material in micro-macro thinking: Conceptual change in chemistry education and in the history of chemistry.Lars Scheffel, Wiebke Brockmeier, Ilka Parchmann, University of Oldenburg, Germany Chapter 11. The roles of multimedia in the teaching and learning of the triplet relationship in chemistryMei-Hung Chiu and Hsin-Kai Wu, National Taiwan Normal University, TaiwanChapter 12. The application of a 'model of modelling' to illustrate the importance of metavisualization in respect of the three levels of representionRosaria Justi, University of Minas Gerais, Brazil, John K. Gilbert, The University of Reading, UK, and Poliana F.M. Ferreira, University of Minas Gerais, BrazilChapter 13. Action research to promote the formation of linkages by chemistry students between the macro, submicro, and symbolic representational levels Vesna Ferk Savec, Irena Sajovic, Katarina S. Wissiak Grm, University of Ljubljana, SloveniaSection D: Towards a synthesisIntroductionChapter 14. Towards a coherent model for macro, submicro and symbolic representation in chemical educationJohn K.Gilbert, The University of Reading, UK, David F. Treagust, Curtin University of Technology, AustraliaAbout the AuthorsIndex