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Translating a Linguistic Understanding of Chemistry to Outcome Achievement and Interdisciplinary Relevance in the Introductory Classroom

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Joseph M. Nemeth

Cristo Rey Jesuit High School, Chicago, IL 60608

J. Chem. Educ., 2006, 83 (4), p 592

DOI: 10.1021/ed083p592

Publication Date (Web): April 1, 2006

Section:

History, Education, and Documentation

Abstract

Chemistry holds a unique position among the sciences in that it is linguistic in nature: the periodic table of the elements is an alphabet; molecular formulas parallel words; chemical equations correspond to sentences. Chemical educators, particularly at the introductory level, can draw upon students' experiences with languages to convey these basic chemical precepts, and can further reinforce the analogy in assessment. The benefits of this pedagogy are potentially great: students are able to learn chemistry in a familiar academic environment; chemical knowledge becomes endowed with a new relevance; and philosophical issues relating to the functions of a scientific language can be visited. While chemistry as an academic discipline is thus demystified, chemistry as a language permits the apprehension of realities not apparent to the senses, potentially providing a sense of wonder for introductory students.