CHEMISTRY EDUCATION: RESEARCH AND PRACTICE IN EUROPE 2001, Vol. 2, No. 1, pp. 43-51	THE PRACTICE OF CHEMISTRY EDUCATION Concept teaching and learning

Keith S. TABER
University of Cambridge, Homerton College & The Royal Society of Chemistry

CONSTRUCTING CHEMICAL CONCEPTS IN THE CLASSROOM?: USING RESEARCH TO INFORM PRACTICE

ABSTRACT: There is now a considerable literature on the ideas that learners bring to classes, showing that pupils and students hold a wide range of 'alternative conceptions' about aspects of chemistry. This body of research is potentially of great interest to practising teachers in schools, colleges and universities. Yet is has been suggested that this research does not have the effect on actual teaching practice that would seem justified. Indeed it has been argued that there tends to be a discontinuity between the work of the educational researchers uncovering 'misconceptions', and those charged with developing the curriculum and actually teaching the learners. This paper discusses a project established by the Royal Society of Chemistry (in the UK) to attempt to bridge the gap between research and classroom, in order to encourage teaching practice informed by current chemical education research. [Chem. Educ. Res. Pract. Eur.: 2001, 2, 43-51]

KEY WORDS: learning chemistry; alternative conceptions; conceptual development; constructivism; research-practice divide; the Royal Society of Chemistry (RSC); scaffolding learning

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