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Models and Modeling
 in the High School
Chemistry Classroom
 Larry Dukerich             Brenda Royce
 Dobson HS                  University HS
 Mesa, AZ                   Fresno, CA
 CRESMET
 Arizona State University




                                      1
The Problem with Traditional
Instruction
 Presumes two kinds of knowledge:
    Facts and ideas - things packaged
     into words and distributed to
     students.
    Know-how - skills packaged as rules
     or procedures.
 Assumes students will see the
  underlying structure in the content.
                                2
“Teaching by Telling” is Ineffective
 Students…
    Systematically miss the point of what we
     tell them.
    do not have the same “schema” associated
     with key ideas/words that we have.
    do not improve their problem-solving skills
     by watching the teacher solve problems



                                     3
Algorithms vs Understanding
 What does it mean when students can
 solve stoichiometry problems, but
 cannot answer the following?
  Nitrogen gas and hydrogen gas react to form
  ammonia gas by the reaction                           =H
                      N2 + 3 H2 → 2 NH3                 =N
  The box at right shows a mixture of nitrogen and
  hydrogen molecules before the reaction begins.

  Which of the boxes below correctly shows what the
  reaction mixture would look like after the reaction
  was complete?



           A               B               C            D

                                                         4
How Do You Know?
 All students know the
  formula for water is H2O.
 Very few are able to cite
  any evidence for why we
  believe this to be the
  case.


                              5
Do They Really Have an
Atomic View of Matter?
 Before we investigate the inner workings of
 the atom, let’s first make sure they really
 believe in atoms.
  Students can state the Law of Conservation of
   Mass, but then will claim that mass is “lost” in
   some reactions.
  When asked to represent matter at sub-
   microscopic level, many sketch matter using a
   continuous model.


                                          6
Representation of Matter
 Question: “What’s happening at the simplest
  level of matter?”




                                    7
More
Storyboards
    Gas Diffusion:
  Where’s The Air?




Aqueous Diffusion:
   The Continuous
   Model of Matter
Where’s the Evidence?
 Why teach a model of the inner workings of
 the atom without examining any of the
 evidence?
  Students “know” the atom has a nucleus
   surrounded by electrons, but cannot use this
   model to account for electrical interactions.
  What’s gained by telling a Cliff’s Notes version of
   the story of how our current model of the atom
   evolved?


                                          9
Instructional Objectives
 Construct and use scientific models to
  describe, to explain, to predict and to control
  physical phenomena.
 Model physical objects and processes using
  diagrammatic, graphical and algebraic
  representations.
 Recognize a small set of particle models as
  the content core of chemistry.
 Evaluate scientific models through
  comparison with empirical data.
 View modeling as the procedural core of
  scientific knowledge                 10
What Do We Mean by Model?
               Symbolic Representations

                        Verbal


                       Algebraic
        Physical                     Mental
        System                       Model
                     Diagrammatic


                       Graphical




 Models are representations of structure in a physical
 system or process


                                              11
Why Models?
 Models are basic units of knowledge
   A few basic models are used again and
    again with only minor modifications.
 Models help students connect
   Macroscopic observations
   Microscopic representations
   Symbolic representations

                                  12
Why modeling?!
 To help students see science as a way of
  viewing the world rather than as a collection of
  facts.
 To make the coherence of scientific knowledge
  more evident to students by making it more
  explicit.
 Models and Systems are explicitly recognized
  as major unifying ideas for all the sciences by
  the AAAS Project 2061 for the reform of US
  science education.

                                       13
Uncovering Chemistry
 Examine matter from outside-in instead
 of from inside-out
  Observable Phenomena → Model
  Students learn to trust scientific thinking,
   not just teacher/textbook authority
  Organize content around a meaningful
   ‘Story of Matter’


                                      14
Particle Models of Gradually
Increasing Complexity
 Begin with phenomena that can be
  accounted for by simple BB’s
   Conservation of mass
   Behavior of gases - KMT
 Recognize that particles DO attract one
  another
   “Sticky BB’s” account for behavior of
    condensed phases
                                     15
Models Evolve as Need Arises
 Develop model of atom that can acquire
  charge after you examine behavior of
  charged objects
 Atom with + core and mobile electrons
  should explain
   Conductivity of solutions
   Properties of ionic solids


                                 16
Energy - Early and Often
 Make energy an integral part of the
  story line
 Help students develop a coherent
  picture of the role of energy in changes
  in matter
   Energy storage modes within system
   Transfer mechanisms between system and
    surroundings

                                 17
Reconnect Eth and Ech
 Particles in system exchange Ek for Ech to
  rearrange atoms
      181 kJ + N2 + O2 ––> 2 NO




    Representation consistent with fact that an
     endothermic reaction absorbs energy, yet the system
     cools                                   18
How to Teach it?
       constructivist   vs   transmissionist

 cooperative inquiry    vs   lecture/demonstration
   student-centered     vs   teacher-centered
 active engagement      vs   passive reception
     student activity vs     teacher demonstration
 student articulation   vs   teacher presentation
           lab-based    vs   textbook-based

                                      19
Be the “Guide on the Side”
 Don’t be the dispenser of knowledge
 Help students develop tools to explain
  behavior of matter in a coherent way
   Let the students do the talking
   Ask, “How do you know that?”
   Require particle diagrams when applicable




                                   20
Preparing the Whiteboard




                      21
Making Presentation




                      22

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Modeling Instruction in High School Chemistry

  • 1. Models and Modeling in the High School Chemistry Classroom Larry Dukerich Brenda Royce Dobson HS University HS Mesa, AZ Fresno, CA CRESMET Arizona State University 1
  • 2. The Problem with Traditional Instruction  Presumes two kinds of knowledge:  Facts and ideas - things packaged into words and distributed to students.  Know-how - skills packaged as rules or procedures.  Assumes students will see the underlying structure in the content. 2
  • 3. “Teaching by Telling” is Ineffective Students…  Systematically miss the point of what we tell them.  do not have the same “schema” associated with key ideas/words that we have.  do not improve their problem-solving skills by watching the teacher solve problems 3
  • 4. Algorithms vs Understanding What does it mean when students can solve stoichiometry problems, but cannot answer the following? Nitrogen gas and hydrogen gas react to form ammonia gas by the reaction =H N2 + 3 H2 → 2 NH3 =N The box at right shows a mixture of nitrogen and hydrogen molecules before the reaction begins. Which of the boxes below correctly shows what the reaction mixture would look like after the reaction was complete? A B C D 4
  • 5. How Do You Know?  All students know the formula for water is H2O.  Very few are able to cite any evidence for why we believe this to be the case. 5
  • 6. Do They Really Have an Atomic View of Matter? Before we investigate the inner workings of the atom, let’s first make sure they really believe in atoms.  Students can state the Law of Conservation of Mass, but then will claim that mass is “lost” in some reactions.  When asked to represent matter at sub- microscopic level, many sketch matter using a continuous model. 6
  • 7. Representation of Matter  Question: “What’s happening at the simplest level of matter?” 7
  • 8. More Storyboards Gas Diffusion: Where’s The Air? Aqueous Diffusion: The Continuous Model of Matter
  • 9. Where’s the Evidence? Why teach a model of the inner workings of the atom without examining any of the evidence?  Students “know” the atom has a nucleus surrounded by electrons, but cannot use this model to account for electrical interactions.  What’s gained by telling a Cliff’s Notes version of the story of how our current model of the atom evolved? 9
  • 10. Instructional Objectives  Construct and use scientific models to describe, to explain, to predict and to control physical phenomena.  Model physical objects and processes using diagrammatic, graphical and algebraic representations.  Recognize a small set of particle models as the content core of chemistry.  Evaluate scientific models through comparison with empirical data.  View modeling as the procedural core of scientific knowledge 10
  • 11. What Do We Mean by Model? Symbolic Representations Verbal Algebraic Physical Mental System Model Diagrammatic Graphical Models are representations of structure in a physical system or process 11
  • 12. Why Models?  Models are basic units of knowledge  A few basic models are used again and again with only minor modifications.  Models help students connect  Macroscopic observations  Microscopic representations  Symbolic representations 12
  • 13. Why modeling?!  To help students see science as a way of viewing the world rather than as a collection of facts.  To make the coherence of scientific knowledge more evident to students by making it more explicit.  Models and Systems are explicitly recognized as major unifying ideas for all the sciences by the AAAS Project 2061 for the reform of US science education. 13
  • 14. Uncovering Chemistry Examine matter from outside-in instead of from inside-out  Observable Phenomena → Model  Students learn to trust scientific thinking, not just teacher/textbook authority  Organize content around a meaningful ‘Story of Matter’ 14
  • 15. Particle Models of Gradually Increasing Complexity  Begin with phenomena that can be accounted for by simple BB’s  Conservation of mass  Behavior of gases - KMT  Recognize that particles DO attract one another  “Sticky BB’s” account for behavior of condensed phases 15
  • 16. Models Evolve as Need Arises  Develop model of atom that can acquire charge after you examine behavior of charged objects  Atom with + core and mobile electrons should explain  Conductivity of solutions  Properties of ionic solids 16
  • 17. Energy - Early and Often  Make energy an integral part of the story line  Help students develop a coherent picture of the role of energy in changes in matter  Energy storage modes within system  Transfer mechanisms between system and surroundings 17
  • 18. Reconnect Eth and Ech  Particles in system exchange Ek for Ech to rearrange atoms 181 kJ + N2 + O2 ––> 2 NO  Representation consistent with fact that an endothermic reaction absorbs energy, yet the system cools 18
  • 19. How to Teach it? constructivist vs transmissionist cooperative inquiry vs lecture/demonstration student-centered vs teacher-centered active engagement vs passive reception student activity vs teacher demonstration student articulation vs teacher presentation lab-based vs textbook-based 19
  • 20. Be the “Guide on the Side”  Don’t be the dispenser of knowledge  Help students develop tools to explain behavior of matter in a coherent way  Let the students do the talking  Ask, “How do you know that?”  Require particle diagrams when applicable 20

Hinweis der Redaktion

  1. We’re here to tell you about the application of the Modeling Method of instruction (first developed for use in high school physics) to the high school chemistry course.
  2. First some background on what is the problem with conventional instruction. Bullet-1 David Hestenes refers to the first as “factons”, what students record and try to reproduce on tests. The 2nd category he calls “factinos”, stuff that passes unimpeded through students’ heads.
  3. Our students don't share our background, so key words, which conjure up complex relationships between diagrams, strategies, mathematical models mean little to them. To us, the phrase inclined plane conjures up a complex set of pictures, diagrams, and problem-solving strategies. To the students, it's a board, and it makes a difference which way it is tilted. All my careful solutions of problems at the board simply made ME a better problem-solver.
  4. There is a big difference between the mathematical ‘game’ of stoichiometry and being able to describe what is going on in a reaction vessel. Ideally, students would do both simultaneously.
  5. What does it mean to be ‘2 parts hydrogen and 1 part oxygen’? There can be a very real gap between their words and how they perceive matter at the microscopic level (for more than just water!!)
  6. The real roadblock to many students is not which atomic model they use, but whether they have ANY sufficiently developed atomic model that is consistently applied. SAMPLE STUDENT WORK NEXT
  7. The steel wool turns color when heated. Some think that some part of the gas from the burner flame in now trapped in the wool, but few actually drew atoms that combined to form new substances.
  8. This is why I have a problem with texts that ruin the story by going to the end of the book right away. If we want students to see science as more than a collection of facts, then we have to connect our models to the evidence that lead to them.
  9. What should we teach? Our students should learn to do the following: They should see that physics involves learning to use a small set of models, rather than mastering an endless string of seemingly unrelated topics.
  10. This word is used in many ways. The physical system is objective; i.e., open to inspection by everyone. Each one of us attempts to make sense of it through the use of metaphors. Unfortunately, there is no way to peek into another’s mind to view their physical intuition. Instead, we are forced to make external symbolic representations; we can reach consensus on the way to do this, and judge the fidelity of one’s mental picture by the kinds of representations they make. So the structure of a model is distributed over these various representations; later we’ll provide some specific examples.
  11. Students WILL work from a model of matter** - the question is which model and is it a rigorous, scientifically supported model applied consistently to all situations **refer to storyboards
  12. Emphasis on points 1 and 2.
  13. Reference: “The Story So Far” doc
  14. Reference: Energy Paper
  15. Here are the key ways in which the modeling method differs from conventional instruction. Students present solutions to problems which they have to defend, rather than listen to clear presentations from the instructor. The instructor, by paying attention to student’s reasoning, can judge the level of student understanding.