A teaching-learning progression to introduce the concept of a substance

Authors

  • Philip Johnson Consultor d’educació científica

Keywords:

Atoms, particles, progression, reactions, substances.

Abstract

This article presents a progression which develops the concept of a substance to the point where chemical reactions make sense. A developing particle model is integral to the progression, since this not only explains but also allows predictions of phenomena that are otherwise inconceivable for many learners (the gas state and chemical change). Subsequent discussion identifies key ways in which the suggested approach is fundamentally different to long standing practice in chemistry education, and how these differences offer a constructive response to prevalent misconceptions.

Author Biography

Philip Johnson, Consultor d’educació científica

He graduated with a chemistry degree from Imperial College and taught chemistry for thirteen years in 11-18 UK comprehensive schools before joining Durham
University School of Education. He is now retired. He began researching into the development of students’ understanding in chemistry while teaching in schools and continues to do so. He conducted a three year
longitudinal study for his PhD, awarded by Durham.

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Issue

No. 28 (2021)

Section

Monografia: Substància química

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