Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/13781
Title: 
Teaching and learning difficult chemistry topics: The need for a content framework
Authors: 
Issue Date: 
Sep-2000
Citation: 
Tan, D. K. C., Goh, N. K., Chia, L. S., & Treagust, D. (2000). Teaching and learning difficult chemistry topics: The need for a content framework. In J. Ee, Berinderjeet Kaur, N. H. Lee and B. H. Yeap (Eds.), New ‘Literacies’: Educational response to a knowledge-based society: Proceedings of the ERA-AME-AMIC Joint Conference 2000 (pp. 415-422). Singapore: Educational Research Association.
Abstract: 
Students have difficulties in learning certain topics in chemistry, for example, bonding, equilibrium, chemical reactions, electrochemistry, mole concept, and qualitative analysis. Possible reasons why students find such topics difficult include the abstract nature and the inter-relatedness of the concepts involved, the need to shift between four representation systems, and the involvement of process skills. A sound starting point for the teaching and learning of a difficult topic would be the clarification of the knowledge base that is required for the topic. Lists of conceptual and propositional knowledge statements and facts, process skills and metacognitive strategies, as well as concept maps should be drawn up to define the content framework for the topic. This would help teachers and learners to know what exactly is required for the topic. In this paper, the authors describe how they define the content framework for secondary chemistry qualitative analysis to facilitate the teaching and learning of qualitative analysis.
Description: 
This paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000
URI: 
Appears in Collections:Conference Papers

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