Support to critique molecular models
Scaffolding helps skills development
Conceptual models are a vital tool in scientific endeavour, helping us to understand phenomena that we are unable to observe directly. To work scientifically, it is important that students develop the skills needed to critique and revise models they construct or encounter. However, previous research has shown that students experience difficulties in conducting quality self- and peer- assessments in unscaffolded learning environments. In order to overcome this problem, Chang and Chang developed an approach that scaffolds students' critiquing of expert- and peer-generated models of a chemical reaction.
David Read summarises and reviews this approach.
Thanks for using Education in Chemistry. You can view one Education in Chemistry article per month as a visitor.
Register for Teach Chemistry for free, unlimited access
Registration is open to all teachers and technicians at secondary schools, colleges and teacher training institutions in the UK and Ireland.
Get all this, plus much more:
- unlimited access to resources, core practical videos and Education in Chemistry articles
- teacher well-being toolkit, personal development resources and online assessments
- applications for funding to support your lessons
Already a Teach Chemistry member? Sign in now.
Not eligible for Teach Chemistry? Sign up for a personal account instead, or you can also access all our resources with Royal Society of Chemistry membership.