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Bring Back Equivalent Weight-If You Want the Kids To "Think"!
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Abstract
We are constantly being told that our students cannot "think" and that they are unable to solve problems. Others tell us that we need to teach "skills and process" rather than "content", but it is certainly not clear how this should be done. Some propose bubble balloon and string concept-mapping as a solution (including ways of assessing and grading the artistic efforts of the pupils!). Yet others propose the epistemological Vee heuristic device of Gowin ("guided by a dittoed work sheet") as a panacea.
The reality is simple: you cannot be successful at solving problems if you have not practiced solving problems! George Bodner puts it thus: "Problem solving is what you do when you don't know what to do, otherwise it is not a problem".
Keywords (Audience):
High School / Introductory ChemistryKeywords (Pedagogy):
Problem Solving / Decision MakingCiting Articles
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This article has been cited by 1 ACS Journal articles (1 most recent appear below).
Revisiting Molar Mass, Atomic Mass, and Mass Number: Organizing, Integrating, and Sequencing Fundamental Chemical Concepts
Stephen DeMeoJournal of Chemical Education2006 83 (4), 617Revisiting Molar Mass, Atomic Mass, and Mass Number: Organizing, Integrating, and Sequencing Fundamental Chemical Concepts
Stephen DeMeoJournal of Chemical Education2006 83 (4), 617It is often confusing for introductory chemistry students to differentiate between molar mass, atomic mass, and mass number as well as to conceptually understand these ideas beyond a surface level. One way to improve understanding is to integrate the ...
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- Received: August 03, 2009
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