Teaching Chemistry Conceptually
Teaching Chemistry Conceptually
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化学概念教学
DOI：
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发表时间：
2014
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通讯作者：
Vickie M. Williamson
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作者：
Vickie M. Williamson
威廉姆森的这一章提出了通过实施化学概念的三个层次来进行化学概念的教学。这一章更新了Chaps。1-这本书的第3和第6页。威廉姆森总结说，传统上，所有教育水平的化学都是作为一门数学课程来教授的，几乎完全强调算法问题的解决。由于研究表明，各个层次的学生在化学概念理解方面都有困难，因此必须出现一种新的化学教学方法。各级教育的一些化学教师直观地教授化学概念，许多人仍然难以做到这一点，以及他们可以使用什么样的教学策略。概念教学作为一种教学策略，强调学生能够解释关系，预测结果，可视化/解释粒子行为，并理解化学概念表达的宏观，颗粒，符号和数学水平。在这一章中，作者强调了不同的教学策略，使化学教学更多的概念和少数学时，这不是真正必要的深入理解化学概念。这些策略可以用于大或小班，它们包括宏观表示，颗粒表示（动态和静态模型），群体问题解决，算法和概念评估等的应用。
This chapter by Williamson presents teaching chemical concepts through implementing three levels of chemical concepts. This chapter upgrades the Chaps. 1– 3 and 6 of this book. Williamson concludes that traditionally, chemistry at all educational levels has been taught as a mathematical course that emphasized algorithmic problem solving almost exclusively. Because research showed that students at all levels have trouble with conceptual understanding of chemistry, a new approaches to teach chemistry had to emerge. Some chemistry teachers at all levels of education intuitively teach chemistry conceptually, many still have difficulties how to do this and what teaching strategies are available to them. Conceptual teaching, as a teaching strategy emphasizes students’ ability to explain relationships, to predict outcomes, to visualize/explain particle behavior, and to understand the macroscopic, particulate, symbolic, and mathematical levels of chemical concepts presentations. In this chapter, author highlights different teaching strategies to make chemistry teaching more conceptually and less mathematical when that is not really necessary to deeply understand the chemical concepts. These strategies can be used with large or small classes and they include the application of macroscopic representations, particulate representations (both dynamic and static models), group problem solving, algorithmic and conceptual assessments, etc.