How do students’ ideas about structure-property relationships progress?

Authors

  • Vicente Talanquer University of Arizona

Keywords:

Learning, composition, structure, property, learning progression.

Abstract

Research in chemical education in the last 40 years has shown that student reasoning about the relationships between the submicroscopic structure of substances and their macroscopic observable properties changes significantly with schooling. This paper describes and analyzes major changes in this area and discusses their relevance in the design of instructional activities that foster progression in student understanding.

Author Biography

Vicente Talanquer, University of Arizona

Es profesor en la Universidad de Arizona. Autor o coautor de más de diez libros de primaria y secundaria y de más de cien artículos arbitrados de investigación en educación química y pensamiento docente. Su trabajo se centra en el estudio de las formas de razonamiento de los estudiantes y de los profesores de química.

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Issue

No. 28 (2021)

Section

Monografia: Substància química

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