Are you teaching "distillation" correctly in your chemistry classes? An educational reconstruction
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Chemistry Teacher International, Jahrgang 5, Nr. 2, 07.2023, S. 229-237.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Are you teaching "distillation" correctly in your chemistry classes?
T2 - An educational reconstruction
AU - Abels, Simone
AU - Koliander, Brigitte
AU - Plotz, Thomas
N1 - Publisher Copyright: © 2023 the author(s), published by De Gruyter, Berlin/Boston 2023.
PY - 2023/7
Y1 - 2023/7
N2 - Distillation is often taught at secondary level in chemistry classes. There are, however, several pitfalls in teaching and learning the topic. First, there is not enough accessible research on students’ conceptions regarding distillation, which makes it difficult for teachers and teacher educators to teach accordingly in school or university. Second, the scientific explanation of distillation, especially the separation of liquid-liquid mixtures, is much more complex than represented in school books or other learning material. Third, teachers understandably rely on the representation in school books and other materials when teaching distillation, so that inappropriate concepts may be transferred to students. In this article, we follow the model of educational reconstruction and illustrate with reference to chemistry textbooks, school books, our own research results, and other studies on students’ conceptions the three pitfalls named above. Thus, this article aims to provide support for teachers and teacher educators to structure lessons on distillation based on scientifically appropriate information and with regard to students’ conceptions.
AB - Distillation is often taught at secondary level in chemistry classes. There are, however, several pitfalls in teaching and learning the topic. First, there is not enough accessible research on students’ conceptions regarding distillation, which makes it difficult for teachers and teacher educators to teach accordingly in school or university. Second, the scientific explanation of distillation, especially the separation of liquid-liquid mixtures, is much more complex than represented in school books or other learning material. Third, teachers understandably rely on the representation in school books and other materials when teaching distillation, so that inappropriate concepts may be transferred to students. In this article, we follow the model of educational reconstruction and illustrate with reference to chemistry textbooks, school books, our own research results, and other studies on students’ conceptions the three pitfalls named above. Thus, this article aims to provide support for teachers and teacher educators to structure lessons on distillation based on scientifically appropriate information and with regard to students’ conceptions.
KW - Didactics of sciences education
KW - chemistry education
KW - distillation
KW - misconceptions
KW - scientific explanation
KW - students’ conceptions
UR - http://www.scopus.com/inward/record.url?scp=85166163069&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/b8005715-e8eb-37d5-8116-1f3ac6649c97/
U2 - 10.1515/cti-2022-0034
DO - 10.1515/cti-2022-0034
M3 - Journal articles
VL - 5
SP - 229
EP - 237
JO - Chemistry Teacher International
JF - Chemistry Teacher International
SN - 2569-3263
IS - 2
ER -