Development and application of suitable criteria for the evaluation of chemical representations in school textbooks

Chemistry Education Research and Practice

Volumn 12, Issue 1, 2011, Pages 5-14

  Gkitzia, Vasiliki ^a   Salta, Katerina ^a   Tzougraki, Chryssa ^a  

^a UNIVERSITY OF ATHENS   (Greece)

Author keywords

Chemistry textbooks; Evaluation criteria; Macro; Submicro; Symbolic chemical representations

Indexed keywords

EID: 80054090899     PISSN: None     EISSN: 11094028     Source Type: Journal    
DOI: 10.1039/c1rp90003j     Document Type: Article

References (64)

1. Abraham M. R., Grybowski E. B., Renner J. W. and Marek E. A., (1992), Understanding and misunderstanding of eighth graders of five chemistry concepts found in textbooks, J. Res. Sci. Teach., 29, 105-120.
2. Abraham M. R., Williamson V. M. and Westbrook S. L., (1994), A cross-age study of understanding five chemistry concepts, J. Res. Sci. Teach., 31, 147-165.
3. Ainsworth S., (1999), The functions of multiple representations, Comput. Educ., 33, 131-152.
4. Ardac D. and Akaygun S., (2004), Effectiveness of multimedia-based instruction that emphasizes molecular representations on students' understanding of chemical change, J. Res. Sci. Teach., 41, 317-337.
5. Ardac D. and Akaygun S., (2005), Using static and dynamic visuals to represent chemical change at molecular level, Int. J. Sci. Educ., 27, 1269-1298.
6. Barnea N. and Dori Y. J., (1996), Computerized molecular modeling as a tool to improve chemistry teaching, J. Chem. Inf. Comp. Sc., 36, 629-636.
7. Ben-Zvi R., Eylon B. and Silberstein J., (1986), Is an atom of copper malleable? J. Chem. Educ., 63, 64-66.
8. Bodner G.M., (1986), Constructivism: a theory of knowledge, J. Chem. Educ., 63, 873-877.
9. Chittleborough G. and Treagust D., (2008), Correct interpretation of chemical diagrams requires transforming from one level of representation to another, Res. Sci. Educ., 38, 463-482.
10. de Vos W. and Verdonk A. H., (1987a), A new road to reactions, J. Chem. Educ., 64, 692-694.
11. de Vos W. and Verdonk A. H., (1987b), A new road to reactions, J. Chem. Educ., 64, 1010-1013.
12. de Vos W. and Verdonk A. H., (1996), The particulate nature of matter in science education and in science, J. Res. Sci. Teach., 33, 657-664.
13. Ebbing D. D., Gammon S. D., (1999), General Chemistry, 6th edn., Boston, Houghton Mifflin Company.
14. Furio C., Calatayud M. L., Barcenas S. L., Padilla O. M., (2000), Functional fixedness and functional reduction as common sense reasonings in chemical equilibrium and in geometry and polarity of molecules, Sci. Educ., 84, 545-565.
15. Furío-Más C., Calatayud M. L., Guisasola, J. and Furío-Gómez C., (2005), How are the concepts and theories of acid-base reactions presented? Chemistry in textbooks and as presented by teachers, Int. J. Sci. Educ., 27, 1337-1358.
16. Gabel D., (1999), Improving teaching and learning through chemistry education research: a look to the future, J. Chem. Educ., 76, 548-554.
17. Gabel D., Samuel K., Hunn D., (1987), Understanding the particulate nature of matter, J. Chem. Educ., 68, 695-697.
18. Garnett P. J., Garnett P. J., Hackling M. W., (1995), Students' alternative conceptions in chemistry: a review of research and implications for teaching and learning, Stud. Sci. Educ., 25, 69-95.
19. th grade chemistry) (in Greek), Athens, OEDB.
20. Gilbert J. K., Treagust D., (2009), Introduction: macro, submicro and symbolic representations and the relationship between them: key models in chemical education, in J. K. Gilbert, D. Treagust, (eds.), Multiple representations in chemical education, Dordrecht, Springer, pp. 1-8.
21. Griffiths A. K., Preston K. R., (1992), Grade-12 students' misconceptions relating to fundamental characteristics of atoms and molecules, J. Res. Sci. Teach., 29, 611-628.
22. Habraken C. L., (1996), Perceptions of chemistry: why is the common perception of chemistry, the most visual of sciences, so distorted? J. Sci. Educ. Technol., 5, 193-201.
23. Haidar A. H., Abraham M. R., (1991), A comparison of applied and theoretical knowledge of concepts based on the particulate nature of matter, J. Res. Sci. Teach., 28, 919-938.
24. Han J. and Roth W.-M., (2006), Chemical inscriptions in Korean textbooks: semiotics of macro- and microworld, Sci. Educ., 90, 173-201.
25. Harrison A. G., (2001), How do teachers and textbook writers model scientific ideas for students? Res. Sci. Educ., 31, 401-435.
26. Hesse J. J., Anderson J. W., (1992), Students' conceptions of chemical change, J. Res. Sci. Teach., 29, 277-279.
27. Hoffmann R. and Laszlo P., (1991), Representation in chemistry, Angew. Chem. Int. Edit., 30, 1 - 16.
28. Johnstone A. H., (1993), The development of chemistry teaching, J. Chem. Educ., 70, 701-705.
29. Keig P. and Rubba P., (1993), Translation of representations of the structure of matter and its relationship to reasoning, gender, spatial reasoning, and specific prior knowledge, J. Res. Sci. Teach., 30, 883-903.
30. Kozma R. B. and Russell J., (1997), Multimedia and understanding: expert and novice responses to different representations of chemical phenomena, J. Res. Sci. Teach., 34, 949-968.
31. Kozma R. B. and Russell J., (2005), Students becoming chemists: developing representational competence, in J. K. Gilbert, (ed.), Visualization in science education, Dordrecht, Springer, pp. 121-146.
32. Krajcik J. S., (1991), Developing students' understanding of chemical concepts, in Y. S. M. Glynn, R. H. Yanny and B. K. Britton, (eds.), The psychology of learning science: International perspective on the psychological foundations of technology-based learning environments, Hillsdale, NJ, Lawrence Erlbaum, pp. 117-145.
33. Levin J. R. and Mayer R. E., (1993), Learning from textbooks, theory and practice, Hillsdale, NJ, Lawrence Erlbaum, pp. 95-113.
34. Liodakis S., Gakis D., Theodoropoulos D., Theodoropoulos P. and Kallis A., (2005), Chemistry A' Lyceum, Athens, OEDB.
35. Mathewson J. H., (2005), The visual core of science: definitions and applications to education, Int. J. Sci. Educ., 27, 529-548.
36. Moore J. W., Stanitski C. L., Wood J. L., Kotz J. C. and Joesten M. D., (1998), The chemical world: concepts and applications, 2nd edn., Orlando, Harcourt Brace College Publishers.
37. McMurry J. C., (1996), Organic Chemistry, 4th ed., Pacific Grove, Brooks/Cole Publishing, International Thomson Publishing.
38. Nakhleh M. B., (1992), Why some students don't learn chemistry? J. Chem. Educ., 69, 191-196.
39. Nakhleh M. B., (1993), Are our students conceptual thinkers or algorithmic problem solvers? J. Chem. Educ., 70, 52-55.
40. Nakhleh M. B. and Krajcik J. S., (1994), Influence of levels of information as presented by different technologies on students' understanding of acid, base, and ph concepts, J. Res. Sci. Teach., 31, 1077-1096.
41. Novick S. and Nussbaum J., (1981), Pupils' understanding of the particulate nature of matter: a cross-age study, Sci. Educ., 65, 187-196.
42. Paivio A., (1986), Mental representations: a dual-coding approach, New York, Oxford University Press.
43. Pereira M. P.and Pestana M. E., (1991), Pupils' representations of molecules of water, Int. J. Sci. Educ., 13, 313-319.
44. Pinto R. and Ametller F., (2002), Students' difficulties in reading images. Comparing results from four national research groups, Int. J. Sci. Educ., 24, 333-341.
45. Rozzelle A. A. and Rosenfeld S. M., (1985), Stereoscopic projection in organic chemistry: bridging the gap between two and three dimensions, J. Chem. Educ., 62, 1084-1085.
46. Russel J. and Kozma R., (1994), 4M: chem-multimedia and mental models in chemistry, J. Chem. Educ., 71, 669-670.
47. Russel J. W., Kozma R. B., Jones T., Wykoff J., Marx N., Davis J., (1997), Use of simultaneous, synchronized macroscopic, microscopic and symbolic representations to enhance the teaching and learning of chemical concepts, J. Chem. Educ.,74, 330-334.
48. Salta K. and Tzougraki C., (2010), Conceptual versus algorithmic problem-solving: focusing on problems dealing with conservation of matter in chemistry, Res. Sci. Educ., DOI 10.1007/s11165-010-9181-6, published online: 28 July 2010.
49. Sanger M. J. and Greenbowe T. J., (2000), Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies, Int. J. Sci. Educ., 22, 521-537.
50. Seddon G. M. and Eniaiyeju P. A., (1986), The understanding of pictorial depth cues, and the ability to visualise the rotation of three-dimensional structures in diagrams, Res. Sci. Technol. Educ., 4, 29-37.
51. Seddon G. M. and Shubber K. E., (1985), Learning the visualization of three-dimensional spatial relationships in diagrams at different ages in Bahrain, Res. Sci. Technol. Educ., 3 , 97-108.
52. Seddon G. M., Eniaiyeju P. A. and Chia L. H. L., (1985), The factor structure for mental rotations of three-dimensional structures represented in diagrams, Res. Sci. Technol. Educ., 3 , 29-42.
53. Shubbar K. E., (1990), Learning the visualization of rotations in diagrams of three-dimensional structures, Res. Sci. Technol. Educ., 8, 145-154.
54. Silberberg M., (2008), Chemistry. The molecular nature of matter and change, 5th ed., Boston, Mc-Graw-Hill.
55. Smith K. J. and Metz P. A., (1996), Evaluating Student Understanding on Solution Chemistry through Microscopic Representations, J. Chem. Educ., 73, 233-235.
56. Srinivasan A. R. and Olson W. K., (1989), Viewing stereo drawings, J. Chem. Educ., 66, 664-665.
57. Stefani C. and Tsaparlis G., (2009), Students' levels of explanations, models, and misconceptions in basic quantum chemistry: a phenomenographic study, J. Res. Sci. Teach., 46, 520-536.
58. Stylianidou F. and Ogborn J., (2002), Analysis of science textbook pictures about energy and pupils' readings of them, Int. J. Sci. Educ., 24, 257-283.
59. Treagust D. F., Chittleborough G., Mamiala T. L., (2003), The role of submicroscopic and symbolic representations in chemical explanations, Int. J. Sci. Educ., 25, 1353-1368.
60. Tsaparlis G., (2009), Learning at the macro level: the role of practical work, in J. K. Gilbert, D. Treagust, (eds.), Multiple representations in chemical education, Dordrecht, Springer, pp. 109-136.
61. Tuckey H., Selvaratnam M. and Bradley J., (1991), Identification and rectification of student difficulties concerning three-dimensional structures, rotation, and reflection, J. Chem. Educ., 68, 460-464.
62. Wegner P. A. and Montana A. F., (1993), Dynamic visualization of chemical and instructional concepts and processes in beginning chemistry, J. Chem. Educ., 70, 151.
63. Woodward A., (1993), Learning from textbooks, theory and practice, Hillsdale, NJ, Lawrence Erlbaum Associates, pp. 95-113.
64. Wu H. K. and Shah P., (2004), Exploring visuospatial thinking in chemistry learning, Sci. Educ., 88, 465-492.