Fall 1998 CONFCHEM Switching Students on to Science

Enjoying learning chemistry through modelling. A study of a chemistry course for pre-service primary student teachers
John Oversby^* and Gilda Segal^+
*Faculty of Education and Community Studies, University of Reading, Bulmershe Court, Earley, Reading, RG6 1HY, UK
⁺University of Technology, Sydney, Australia

Abstract:
A class of primary student teachers studied chemistry through modelling as part of their subject specialism in science. The course is aimed at providing a sound pedagogical content knowledge base in chemistry for those intending to be science coordinators in primary schools. Students' prior experiences of chemistry ranged from those taking academic A level chemistry at 18+ to those who finished learning chemistry at 14. Their attitudes varied from anxious and sceptical to a small number who positively looked forward to the course.

Issues such as differentiation, the inclusion of appropriate history of chemistry and the nature of science, and a desire to promote personal and interactive learning, were serious aspects of the teaching and learning process which were considered. A major focus was the development of a metacognitive approach to their own learning on the part of the students.

Learning through modelling was chosen to offer a fresh approach. Modelling in chemistry refers to the processes of representing chemicals and chemical changes through such forms as pictures, drawing, equations, 2D and 3D objects, textual accounts and role play. Great emphasis was laid on the explicit appreciation of points of correspondence between the sources of the models and the targets being modelled, and on points of non-correspondence which should be deliberately ignored when using the model.

Data collection methods included audio-taping of taught sessions, responses by students and tutor and interviews with students, written materials,and a poster workshop assignment. Some of these will be described.

The tutor made a focussed attempt to incorporate research views on teaching about models. Evidence from interviews and a written assignment will be provided as the basis for an evaluation of the success of the method. A widespread commitment to using a modelling approach in the students' future learning was also apparent.