PROBLEMS AND SOLUTIONS IN CHEMISTRY EDUCATION

Abstract

As an established research field, chemistry education, is relatively a young one – its origins go back only to the 1970s. The present author has started his engagement with chemistry education since the late 1970s, and as a consequence he has followed the progress of the field over the years. This paper will focus on the challenges (the “problems”) confronting a teacher of chemistry, and on suggestions for solutions as these follow from the findings of educational research, with emphasis on the author’s own research studies. These studies are informed by most of the theoretical and practical tools of chemistry education, such as Piagetian theory, the alternative conceptions or students’ ideas or students’ misconceptions, scientific literacy, context-based learning, cooperative learning, philosophy and history of chemistry, and the effect of the laboratory and new educational technologies. The following are the topics of the reviewed work: teaching and learning science concepts in high school; instructional methodology; secondary chemistry curricula; structural concepts; higher-order cognitive skills (HOCS); problem solving in science, and chemistry in particular; and, last but not least, relevant chemistry education.

Keywords

• Theories of science education,big ideas in chemistry education,instructional methodology,relevant chemistry education,secondary chemistry curricula,structural concepts,higher-order cognitive skills (HOCS),problem solving

PROBLEMS AND SOLUTIONS IN CHEMISTRY EDUCATION

Abstract

Kapsamlı bir araştırma alanı olarak kimya eğitimi, nispeten yenidir ve kökleri sadece 1970’li yıllara dayanmaktadır. Yazarın kimya eğitimi ile ilişkisi 1970’lerin sonlarında başlamış ve böylece yazar yıllar boyunca alandaki gelişmeleri takip etmiştir. Makalede bir kimya öğretmeninin karşılaştığı güçlükler (“sorunlar”) ve yazarın kendi çalışmalarına vurgu yapılarak eğitim araştırmalarından ortaya çıkan çözümlere yönelik önerilere odaklanılacaktır. Bu çalışmalar, Piaget teorisi, alternatif kavramalar veya öğrenci fikirleri ya da öğrencilerin yanlış kavramaları, bilimsel okur-yazarlık, bağlam temelli öğrenme, işbirlikçi öğrenme, felsefe ve kimya tarihi gibi kimya eğitiminin teorik ve pratik araçlarının çoğu ile laboratuar ve yeni eğitimsel teknolojilerinin etkilerini içermektedir. Derlenen çalışmaların konuları; ortaöğretimde fen bilimleri kavramlarını öğretme ve öğrenme, öğretim yöntemleri, ortaöğretim kimya programları, yapısal kavramlar, üst düzey bilişsel beceriler (HOCS), fen bilimlerinde ve özellikle kimyada problem çözme ve son fakat aynı derecede önemli güncel konularla ilgili kimya eğitimidir.

Keywords

• Fen bilimleri eğitimi teorileri,kimya eğitiminde büyük fikirler,öğretim yöntemleri,ortaöğretim kimya programları,yapısal kavramlar,üst düzey bilişsel beceriler (HOCS),problem çözme,güncel konularla ilgili kimya eğitimi

References

1. In English
2. Gabel, D.L. & Bunce, D.M. (1994). Research on chemistry problem solving. In D. L. Gabel (ed.), Handbook of Research on Science Teaching and Learning, pp. 301-326. New York: Macmillan.
3. Banerjee (1991). Misconceptions of students and teachers in chemical equilibrium. International Journal of Science Education, 13, 487-494.
4. Bodner G. (2001). The many forms of constructivism. Journal of Chemical Education, 78, 1107.
5. De Jong and Talanquer (2015). In I. Eilks & A. Hofstein A. (eds.) (2015). Relevant chemistry education: from theory to practice. Rotterdam: Sense Publishers
6. Demerouti M., Kousathana, M. & Tsaparlis G. (2004). Acid-base equilibria, Part II: Effect of developmental level and disembedding ability on students’ conceptual understanding and problem solving ability. The Chemical Educator, 9, 132-137.
7. Devetak I. & Glažar S. A. (eds.) Learning with understanding in the chemistry classroom. Dordrecht: Springer.
8. de Vos W., & Verdonk A.H. (1985). A new road to reactions, Part I. Journal of Chemical Education, 62, 238-240.

9. Eilks I. & Hofstein A. (eds.) (2015). Relevant chemistry education, Rotterdam: Sense.
10. Gabel, D.L. & Bunce, D.M. (1994). Research on chemistry problem solving. In D. L. Gabel (ed.), Handbook of Research on Science Teaching and Learning, pp. 301-326. New York: Macmillan.
11. Georgiadou A. and Tsaparlis G. (2000). Chemistry teaching in lower secondary school with methods based on: a) psychological theories; b) the macro, representational, and submicro levels of chemistry. Chemistry Education Research and Practice,1, 277-289.
12. Gilbert, J. K. (2006). On the nature of “context” in chemistry education. International Journal of Science Education, 28, 957-976.
13. Gilbert J. K. & Treagust D. (eds.), Multiple representations in chemical education. Dordrecht: Springer.
14. Harlen W. (ed.) (2010). Principles and big ideas of science education. Hatfield, Herts: Association for Science Education. (Available on the ASE website http://www.ase.org.uk/resources/big-ideas/, along with an updated (2015) edition)
15. Herron, J. D. (1978) Piaget in the classroom. Journal of Chemical Education, 55, 165-170.
16. Herron J. D. (1996). The chemistry classroom: formulas for successful teaching. An American Chemical Society Publication.
17. Johnstone, A. H. (1984) New stars for the teacher to steer by? Journal of Chemical Education, 61, 847–849.
18. Johnstone, A.H. (2000). Teaching chemistry - logical or psychological? Chemistry Education: Research and Practice, 1, 9-15.
19. Johnstone, A. H. & El-Banna, H. (1986) Capacities, demands, and processes – a predictive model for science education, Education in Chemistry, 23, 80–84.
20. Johnstone, A.H., Morrison, T.I., & Reid, N. (1981). Chemistry about us. London: Heinmann Educational Books.
21. Johnstone, A. H., & Wham, A. J. B. (1982). The demands of practical work. Education in Chemistry, 19 (3), 71-73.
22. Levere, T. H. (2001) Transforming matter – A history of chemistry from alchemy to the buckyball. Baltimore and London: John Hopkins University Press
23. National Research Council (1996). National science education standards. Washington DC: National Academy Press.
24. Niaz, M. (1995), Relationship between student performance on conceptual and computational problems of chemical equilibrium, International Journal of Science Education, 17, 343–355.
25. Shayer M. & Adey P. (1981). Toward a science of science teaching. London: Heinman.
26. Sherman A. & Sherman S. J. (1983). Chemistry and our changing world. New Jersey: Prentice-Hall.
27. Sözbilir M., Pinarbasi T., and Canpolatm N. (2010). Prospective chemistry teachers’
28. conceptions of chemical thermodynamics and kinetics. Eurasia Journal of Mathematics, Science & Technology Education, 6, 111-120.
29. Ritchie, I. M., Thislethwaite, P. J. & Craig, R. A. (1975). Problems in physical chemistry. Sydney: Wiley (Australasia).
30. Taber K. S. (2012). Teaching secondary chemistry, Chapter 1 (new 2nd edition). London: Association for Science Education / Hodder Education.
31. Taber K. S. (2015). Advancing chemistry education as a field (editorial). Chemistry Education Research and Practice, 16, 6-8.
32. Talanquer, V. & Pollard, J. (2010). Let’s teach how we think instead of what we know. Chemistry Education Research and Practice, 11, 74-83.
33. Tsaparlis G. (1997). Atomic and molecular structure in chemical education: a critical analysis from various perspectives of science education Journal of Chemical Education, 74, 922-925.
34. Tsaparlis G. (1998). Dimensional analysis and predictive models in problem solving. International Journal of Science Education, 20, 335-350.
35. Tsaparlis (2000). The States-Of-Matter Approach (SOMA) to high-school chemistry. Chemistry Education Research and Practice, 1, 161-168]
36. Tsaparlis G. (2005). Non-algorithmic quantitative problem solving in university physical chemistry: a correlation study of the role of selective cognitive variables. Research in Science and Technological Education, 23, 125-148.
37. Tsaparlis G. (2009). Learning at the macro level: the role of practical work. In: J. K. Gilbert & D. Treagust (eds.), Multiple representations in chemical education, pp. 109-136. Dordrecht: Springer.
38. Tsaparlis (2014). Linking the macro with the submicro levels of chemistry: demonstrations and experiments that can contribute to active/meaningful/ conceptual learning. In Devetak, I. & Glažar, S. A. (eds.) Learning with understanding in the chemistry classroom, pp. 41-61. Dordrecht: Springer.
39. Tsaparlis, G. (2015). Concepts, theoretical constructs, models, theories and the varied and rich practice of “Relevant chemistry education”. Book review of: Relevant chemistry education, Ingo E. & Hofstein A. (eds.), Rotterdam: Sense, 2015. Studies in Science Education. Published online: 13 Nov 2015.
40. Tsaparlis G. & Angelopoulos V. (2000). A model of problem-solving: Its operation, validity, and usefulness in the case of organic-synthesis problems. Science Education, 84, 151-153.
41. Tsaparlis G. & Kampourakis C. (2000). An integrated physics and chemistry program for the 7th grade. Chemistry Education Research and Practice, 1, 281-294.
42. Tsaparlis G., Kolioulis D., & Pappa E. (2010). Lower-secondary introductory chemistry course: a novel approach based on science-education theories, with emphasis on the macroscopic approach, and the delayed meaningful teaching of the concepts of molecule and atom. Chemistry Education Research and Practice, 11, 107-117 (plus Supplementary Information).
43. Tsaparlis G., Kousathana M., & Niaz M. (1998). Molecular-equilibrium problems: Manipulation of logical structure and of M-demand, and their effect on student performance. Science Education, 82, 437-454
44. Tsaparlis G. and Pyrgas E. (2011). The states-of-matter approach (SOMA) to high-school chemistry: textbook and evaluation by teachers. ESERA e-Proceedings, Strand 4. Lyon, France.
45. http://www.esera.org/publications/esera-conference-proceedings/science-learning-and-citizenship/strand-4/
46. Tsaparlis G. & Sevian H. (2013a). Concepts of matter – complex to teach and difficult to learn. In G. Tsaparlis G. & H. Sevian (eds.), Concepts of matter in science education, pp. 1-8. Dordrecht: Springer.
47. Tsaparlis G. & Sevian H. (eds.) (2013b). Concepts of matter in science education. Dordrecht: Springer.
48. Zarotiadou E. & Tsaparlis G. (2000). Teaching lower-secondary chemistry with a Piagetian constructivist and an Ausbelian meaningful-receptive method: a longitudinal comparison Chemistry Education Research and Practice, 1, 37-50.
49. Zoller U. (1993) Are lecture and learning compatible? maybe for LOCS: unlikely for HOCS, Journal of Chemical Education, 70, 195–197.
50. Zoller U. & Tsaparlis G. (1997). Higher and Lower-Order Cognitive Skills:
51. The Case of Chemistry. Research in Science Education, 27, 117-130.
52. In Greek
53. Tatsi A. & Tsaparlis G. (2011). Restructuring of lower-secondary biology on the basis of instructional integration and coordination of the science subjects – Textbook of introductory science for the 7th grade, Proceedings of 7th Greek Conference on science education and new technologies in education, pp. 92-101. Alexandroupolis, Greece.
54. http://www.enephet.gr/index.php?page=proceedings-conference&proceeding_conference_id=8
55. Tatsi A. & Tsaparlis G. (2013). In corporation of biology lessons in an introductory physical science textbook for the 7th grade: Evaluatiuon by specialists in education and in science. Proceedings of 8th Greek Conference on science education and new technologies in education, pp. 690-700. Volos, Greece. http://www.enephet.gr/index.php?page=proceedings-conference&proceeding_conference_id=9
56. Tsaparlis G. (1981). Comparative study of the chemical knowledge of new (Greek) chemistry students according to two tertiary entrance examination systems. Chimica Chronica, 46 (14) 40-45.
57. Tsaparlis G. (1984a). Chemistry in (Greek) lower secondary school (gymnasion) Part A’ : Teachers’ opinions. Logos & Praxis, Issue No. 22, 78-96 (plus corrections, Issue No. 23-24).
58. Tsaparlis G. (1984b). Chemistry in (Greek) lower secondary school (gymnasion) – Part B’ : Contribution to a reform of the program of studies. Logos & Praxis, Issue No. 23-24, 138-143.
59. Tsaparlis G. (1985a). Tertiary entrance examinations and chemistry: Comparison with previous (Greek) examination systems. Synchroni Ekpaideusi, Issue No. 21, 69-76.
60. Tsaparlis G. (1985b). Some of the difficulties of chemistry at (Greek) upper secondary school (lykeion). Synchroni Ekpaideusi, Issue No. 24, 40-48.
61. Tsaparlis G. (1988a). Chemistry and tomorrows citizens – Chemistry as a general education subject at the threshold of the 21th century. Proceedings of 12th Panhellenic Chemistry Conference, pp. 1-6. Thessaloniki, Greece: Association of Greek Chemists and Aristotle University of Thessaloniki.
62. Tsaparlis G. (1988b). Teaching the concept of molecule and atom at the 8th grade.
63. Tsaparlis G. (1989/1991). Topics in Physics and Chemistry Teaching for Secondary Education. Athens Greece: Grigoris Publications.
64. Tsaparlis (1991). SOS from lower-secondary chemistry. Chimica Chronica, 53 (4) 111. 2nd edn., pp. 242-248.
65. Tsaparlis G. (2001). First and second thoughts about teaching (Greek) lower secondary chemistry. In: Teaching of science at the beginning of 21st century: Problems and perspectives, Kokkotas P. (ed.), pp. 93-104. Athens, Greece: Grigoris Publications.
66. Tsaparlis (1994). SOS from lower-secondary chemistry. Proceedings of the 4th Greek-Cypriot Chemistry Conference – Chemistry and Education, pp. 135-140. Ioannina: Association of Greek Chemists and University of Ioannina.
67. Tsaparlis G., Georgiadou A., Kafetzopoulos C., Lefkopoullou S., & Fantaki G. (2014). The new program of studies for (Greek) lower secondary education and proposed educational material. Proceedings of the 1st Greek Conference on Educational Material for Mathematics and Science, pp. 152-160. Rhodes, Greece: University of the Aegean. (http://ltee.org/sekpy2014/)
68. Tsaparlis G., Georgiadou A., Kafetzopoulos C., Lefkopoullou S., & Fantaki G. (2016). The new program of studies for (Greek) lower secondary education: aims, features, menas, description and commenting. Proceedings of the 9th Greek Conference on Science Education and New Educational Material. Thessaloniki, Greece. To be available at: www.enephet.gr/index.php?page=proceedings-conferences
69. Tsaparlis G. & Stergiou E. (2014). Educational material (textbook) for 11th grade chemistry on the basis of connection of the course with life and applications. Proceedings of the 1st Greek Conference on Educational Material for Mathematics and Science, pp. 620-636. Rhodes, Greece: University of the Aegean. (http://ltee.org/sekpy2014/)
70. Tsaparlis G. & Stergiou E. (2016). Chemistry for general education for the 11th (Greek grade: Preliminary evaluation of educational material based on connection with life and applications. Proceedings of the 9th Greek Conference on Science Education and New Educational Material. Thessaloniki, Greece. To be available at: www.enephet.gr/index.php?page=proceedings-conferences.
71. Tsaparlis G. & Vlachou, S. (1987). Chemistry and life in (Greek) secondary education – Part A, Chemistry and life in lower-secondary school (gymnasion). Nea Paideia, No. 44, 152-163.
72. Tsaparlis G. & Vlachou S. (1991). Chemistry and life in (Greek) secondary education – Part B, Chemistry and life in upper-secondary school (lykeion). Nea Paideia, No. 44, 161-174.