Learning of Chemical Equilibrium through Modelling‐based Teaching

Poliana Flávia Maia · Rosária Justi

93 citations0/0 files storedInternational Journal of Science Education

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Science Education and Pedagogy Various Chemistry Research Topics Chemistry Education and Research

Abstract

This paper presents and discusses students’ learning process of chemical equilibrium from a modelling‐based approach developed from the use of the ‘Model of Modelling’ diagram. The investigation was conducted in a regular classroom (students 14–15 years old) and aimed at discussing how modelling‐based teaching can contribute to students learning about the main qualitative aspects concerning chemical equilibrium. The data (collected from the written material produced by the students and the video‐recording of the classes) were organised in case studies for each group of students. The discussion supports the conclusion that elements from the ‘Model of Modelling’ diagram, as well as methodological aspects related to the teacher’s action, influenced the students’ learning process.

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References

1997Qualitative Research for Education: An Introduction to Theory and Methods 1999Models as Mediators 2003Chemical Education: Towards Research-based Practice 1999Models as mediating instruments 2000A typology of school science models 1999Models as Mediators 2002Modelling, teachers' views on the nature of modelling, and implications for the education of modellers 1989Learning via Model Construction and Criticism

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2011Middle-School Science Students’ Scientific Modelling Performances Across Content Areas and Within a Learning Progression 2013The Relationships Between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram 2015A Review of Modeling Pedagogies: Pedagogical Functions, Discursive Acts, and Technology in Modeling Instruction 2017Model-based learning: a synthesis of theory and research 2011Modeling and the Future of Science Learning 2018What Effects Do Didactic Interventions Have on Students’ Attitudes Towards Science? A Meta-Analysis

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