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The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level

Chittleborough, Gail and Treagust, David F. 2007, The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level, Chemistry education research and practice, vol. 8, no. 3, pp. 274-292.

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Title The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level
Author(s) Chittleborough, GailORCID iD for Chittleborough, Gail orcid.org/0000-0002-0919-1582
Treagust, David F.
Journal name Chemistry education research and practice
Volume number 8
Issue number 3
Start page 274
End page 292
Publisher Royal Society of Chemistry
Place of publication Cambridge, England
Publication date 2007
ISSN 1756-1108
Keyword(s) modelling ability
macroscopic
sub-microscopic and symbolic levels
chemistry non-majors
Summary This case study examined the ability of three first year non-major chemistry students to understand chemical concepts according to Johnstone’s three levels of chemical representations of matter. Students’ background knowledge in chemistry proved to be a powerful factor in their understanding of the submicroscopic level. The results show that modelling ability is not necessarily innate, but it is a skill to be learnt. Each of the students’ modelling abilities with chemical representations improved with instruction and practice. Generally, as modelling skills improved so did students’ understanding of the relevant chemical concept. Modelling ability is described according to Grosslight et al.’s three–tiered level and the ability to traverse the three levels of chemical representation of matter.
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2007, The Royal Society of Chemistry
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007353

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.