Developing expertise in chemistry

Teachers are expected to keep up to date in relation to developments in their field. The teacher of chemistry needs to be aware of major new scientific findings and what research suggests about classroom pedagogy.

Of particular relevance to the classroom teacher is educational research that explores the nature of student learning – and learning difficulties – and the teaching approaches best suited to support students in their learning of chemistry. There has been a great deal of research into what are labelled alternative conceptions or misconceptions – that is where someone has an understanding of a concept area that makes sense to them, but is not in line with the scientific account. That ‘someone’ is often a student, but there is research showing that teachers themselves can often hold misconceptions.

Keith S Taber considers how misconceptions arise.