All Misconceptions articles – Page 4
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CPD articleTeaching structure and bonding post-16
Try these tips, contexts and activities to tackle the orbital model of the atom and bonding
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ResourceRock cycle board game
A simple board game to help students avoid the common misconception that there is only one set path through the rock cycle
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IdeasPut organic chemistry concepts in context
3 ways to teach 14–16 students how to apply their knowledge to new scenarios and prepare them for exams
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CPD articleHow to teach chemical energetics
Exothermic reactions go beyond simply combustion – use these tips to boost student understanding of energy transfer
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NewsLearning organic mechanisms – does technology help?
Are chemistry learning applications really worthwhile?
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IdeasHow to use hinge point questions effectively
They can help both you and your students learn – but what are hinge questions, and when should you ask them?
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NewsResearch points the way to help teach Maxwell—Boltzmann distributions
How to avoid faulty knowledge application by students when teaching distributions of states
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CPD articleWhy you should teach the history of the periodic table
Because students familiar with the table’s development and structure make better chemists
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NewsWhich is best: practical or simulation?
Students interact with practicals and simulations differently, but does one approach come with better learning outcomes?
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FeatureUncover your students' preconceptions
Understanding their existing ideas helps avoid misconceptions
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IdeasAvoid the pitfalls of language
Help students learn the difference between everyday and chemistry vocabulary
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NewsProbing difficulties with quantum atomic models
What you can do to make grasping atomic representations easier
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CPD articleStates of matter and particle theory
Progressing from macroscopic to the microscopic world of the particle
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ResourceMolecular model misconceptions
Let us take a closer look at the suitability of using molecular models to teach the determination of chemical formulae.
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IdeasHow to make effective interventions
Try a pinchpoint approach to diagnose and address the reasons for learners’ mistakes in school science