This resource includes information about some key misconceptions that have been uncovered by research and ideas about a variety of teaching approaches that may help avoid students acquiring some common misconceptions.
This chapter discusses the nature of chemical concepts and how such concepts are learnt. The problem of clearly defining key chemical concepts such as ’element’ and ‘molecule’ is explored, and the implications for teaching are considered.
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Concepts in chemistry
Book | PDF, Size 1.79 mbHow to use this resource
Book | PDF, Size 95.46 kbGeneral reading
Book | PDF, Size 64.43 kbContents
Book | PDF, Size 0.27 mbKeywords index
Book | PDF, Size 83.88 kb
Additional information
These PDFs have been taken from the popular book, Chemical Misconceptions : Prevention, diagnosis and care: Theoretical background, Volume 1, by Keith Taber.
This book covers theories and evidence on key alternative conceptions, that have been uncovered by research; suggestions for a variety of teaching approaches that may prevent students acquiring some common alternative conceptions; and general ideas for assisting students with the development of appropriate scientific conceptions.
Chemical misconceptions
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