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Commonsense Chemistry: A Model for Understanding Students' Alternative Conceptions

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Vicente Talanquer

Department of Chemistry, University of Arizona, Tucson, AZ 85721

J. Chem. Educ., 2006, 83 (5), p 811

DOI: 10.1021/ed083p811

Publication Date (Web): May 1, 2006

Section:

History, Education, and Documentation

Abstract

Students' alternative conceptions play a central role in how they learn science. However, the large number and diversity of these alternative conceptions makes it difficult for teachers to identify any patterns in their students' thinking. A thorough analysis of alternative conceptions in chemistry, as described in the research literature in science and chemistry education, has led to the development of an explanatory framework that encompasses many of the ideas held by chemistry students about chemical substances and phenomena. Research results provided here indicate that many students' conceptual difficulties result from commonsense reasoning. This commonsense approach is based upon a set of assumptions about the natural world and the application of reasoning heuristics that students instinctively follow and apply without hesitating or considering other alternatives. The identification of this explanatory framework may provide a useful model that teachers can use to better understand and even predict many of their students' learning difficulties.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Chemical Education Research

Keywords (Pedagogy):

Misconceptions / Discrepant Events

Keywords (Subject):

Learning Theories

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This article has been cited by 2 ACS Journal articles (2 most recent appear below).

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