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Chemistry in the Field and Chemistry in the Classroom: A Cognitive Disconnect?

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Karen L. Evans and Gaea Leinhardt

Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260

Michael Karabinos and David Yaron

Department of Chemistry, Carnegie Mellon University, Pittsburgh, PA 15213

J. Chem. Educ., 2006, 83 (4), p 655

DOI: 10.1021/ed083p655

Publication Date (Web): April 1, 2006

Section:

History, Education, and Documentation

Abstract

A comparison of the central, valued activities of the field of chemistry with the curricula presented in introductory texts reveals a disconnect between what is taught in school and what the field actually encompasses. The comparison was made by utilizing a conceptual framework of the domain developed around the three main activities of chemists: explaining phenomena, analyzing matter, and synthesizing new substances. Underlying these activities is the toolbox of basic notational and quantitative schemes. The elements of the comparison were textbooks as used and Nobel Prizes in chemistry, chemistry-related articles from a newspaper, and chemistry-related articles from a science magazine. These were located within the framework. The Nobel Prizes and news articles were evenly distributed among the three main activities of chemists; the textbook objectives focus almost exclusively on explaining phenomena and the toolbox, with the exception of one text, Chemistry in the Community. This misalignment suggests that traditional introductory courses may not meet the basic goals of scientific literacy if scientific literacy is supposed to reflect the organization of a field. It is suggested that by modeling instruction on the specific activities of chemists, with the necessary tools developed as needed, teachers could help students comprehend the authentic nature of the discipline as well as help them construct meaningful links within their knowledge base.

Keywords (Audience):

General Public

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Chemical Education Research

Keywords (Pedagogy):

Textbooks / Reference Books

Keywords (Subject):

Learning Theories

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Instruction Online: Core Components for Re-Use
David YaronMichael KarabinosGaea LeinhardtJames GreenoJodi DavenportBruce McLarenLaura BartoloJohn PortmanColin AsheW. Craig CarterDonald Sadoway
2010 (), 235-262
- Instruction Online: Core Components for Re-Use
  David YaronMichael KarabinosGaea LeinhardtJames GreenoJodi DavenportBruce McLarenLaura BartoloJohn PortmanColin AsheW. Craig CarterDonald Sadoway
  2010 (), 235-262
  This chapter reflects on our development of technology for chemical education over the past one and a half decades. We begin by identifying those features of educational components that hold the greatest promise for education. Although there are many ...
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