In Chemists ’ Guide to Effective Teaching ,
نویسندگان
چکیده
The discussion of models and modeling in this chapter is based, in part, on the results of research on students’ understanding of quantum mechanics (Gardner, 2002) and research designed to probe students’ ability to visualize the rotation of organic molecules (Briggs, 2004). Our perspective on models and modeling has also been influenced by work in both physics education (Halloun, 1996) and mathematics education (Lesh & Lamon, 1992; Lesh & Doerr, 2003). In this chapter, we argue that the meaning of the term model changes as students proceed through the chemistry curriculum, from general chemistry through physical chemistry. We argue that a set of models lies at the core of any scientific theory and that practicing scientists are often actively involved in the process of modeling. We examine attempts to bring models and modeling into mathematics education, and then examine the implications of bringing a “models and modeling” perspective to chemistry courses at various levels.
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