Authored by Keith S. Taber, the book "Chemical Misconceptions – Prevention, Diagnosis and Cure: Theoretical background" is an essential resource for educators aiming to refine their approach to teaching chemistry. This Volume 1 publication delves into the theoretical underpinnings of chemical misconceptions, offering a robust framework for understanding and addressing these common learning obstacles in students aged 11-18.
This book emerged from a Royal Society of Chemistry Teacher Fellowship initiative, designed to bolster diagnostic assessment practices within science and chemistry classrooms. It serves as a guide for educators seeking to preemptively tackle misunderstandings, accurately identify existing misconceptions, and implement effective strategies for conceptual correction in chemistry.
Core Content and Pedagogical Approach
The book is structured into two volumes, with this first part concentrating on the theoretical landscape of chemical misconceptions. It explores prevalent alternative conceptions in chemistry, informed by extensive research in science education. It further proposes diverse teaching methodologies aimed at preventing the formation of these misconceptions. A significant portion is dedicated to equipping teachers with general strategies to aid students in developing scientifically accurate conceptions.
According to the publisher’s description, chemistry’s conceptual nature often necessitates the use of models to bridge the microscopic world with observable macroscopic phenomena. This reliance on models, coupled with students’ everyday experiences and language, can inadvertently create contradictions and lead to misconceptions. This book directly addresses this challenge. It not only highlights common alternative conceptions but also furnishes practical classroom resources in its companion Volume 2, titled "Classroom resources". These resources include probes for identifying students’ preconceptions, exercises to challenge alternative ideas, and activities designed to facilitate the construction of core chemical concepts aligned with the curriculum.
Practical Application and Accessibility
Trialed extensively in UK schools, the materials presented in these volumes are directly applicable to teaching chemistry to students aged 11 to 18. The book is available for purchase from the Royal Society of Chemistry and other booksellers, offering widespread access to this valuable educational tool. Chapter PDFs are also accessible, providing immediate resources for educators.
For direct access to downloads and further information, the Royal Society of Chemistry website hosts a dedicated resource page for "Chemical Misconceptions."
By integrating the insights and strategies from "Chemical Misconceptions – Prevention, Diagnosis and Cure," chemistry educators can significantly enhance their teaching effectiveness, ensuring students build a stronger, more accurate understanding of chemical concepts. This book is an indispensable asset for any chemistry teacher committed to excellence in science education.
