CHEMISTRY EDUCATION: RESEARCH AND PRACTICE IN EUROPE 2002, Vol. 3, No. 2, pp. 215-228	Theme Issue 2 on Structural Concepts CONTRIBUTION FROM SCIENCE AND SCIENCE EDUCATION

Peter G. NELSON
University of Hull, Department of Chemistry

TEACHING CHEMISTRY PROGRESSIVELY: FROM SUBSTANCES, TO ATOMS AND MOLECULES, TO ELECTRONS AND NUCLEI

ABSTRACT: In most chemistry courses today, students are introduced to atoms, molecules, ions, and electrons early in the course, and have to accept the teacher's word that these exist. A better method is to teach chemistry progressively, starting with observations at a macroscopic level, interpreting these at an atomic and molecular level, and then at an electronic and nuclear level. A modern way of doing this is described. [Chem. Educ. Res. Pract. Eur.: 2002, 3, 215-228]

KEY WORDS: introductory chemistry; level; macroscopic; bulk; atom; molecule; nonmolecular substance; valency; periodic table; electrolyte; ion; electron; nucleus; atomic structure; isotope

CORRESPONDENCE: P.G. Nelson, Department of Chemistry, University of Hull, Hull HU6 7RX, UK; tel.: 01144 1482 465497; fax: 01144 1482 466410; e-mail: P.G.Nelson@chem.hull.ac.uk

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