Support to critique molecular models

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.