CHED 3 |
| In chemistry classes, teachers make use of verbal and pictorial explanations. These two kinds of explanations may emphasize different aspects of the same topic. In addition, experts and novices usually differ in terms of the characteristics of written and pictorial explanations that reveal their mental models. Novices have been found to focus on available static components whereas experts use integrated structural, functional and behavioral elements to describe a dynamic system. In this study, experts (chemistry professors, lecturers, and high school teachers), intermediates (chemistry graduate students) and novices (high school and college students in introductory chemistry courses) were asked to write or draw explanations for liquid-vapor equilibrium. Key features of the written and drawn explanations generated by the experts and novices were then compared. The results of the study and the implications for the teaching of chemistry will be discussed. |
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Research in Chemical Education
8:30 AM-11:35 AM, Sunday, March 25, 2007 McCormick Place North -- Room N227A, Level 2, Oral
Division of Chemical Education |