Chemistry is a conceptual subject and, in order to explain many of the
concepts, teachers use models to describe the microscopic world and
relate it to the macroscopic properties of matter. This can lead to
problems, as a student's every-day experiences of the world and use of
language can contradict the ideas put forward in chemical science. These
titles have been designed to help tackle this issue of misconceptions.
Part 1 deals with the theory, by including information on some of the
key alternative conceptions that have been uncovered by research; ideas
about a variety of teaching approaches that may prevent students
acquiring some common alternative conceptions; and general ideas for
assisting students with the development of appropriate scientific
conceptions. Part 2 provides strategies for dealing with some of the
misconceptions that students have, by including ready to use classroom
resources including copies of probes that can be used to identify ideas
held by students; some specific exercises aimed at challenging some of
the alternative ideas; and classroom activities that will help students
to construct the chemical concepts required by the curriculum. Used
together, these two books will provide a good theoretical underpinning
of the fundamentals of chemistry. Trialled in schools throughout the UK,
they are suitable for teaching ages 11-18.
