In this review, we discuss (1) how the notion of conceptual change has developed over the past three decades, (2) giving rise to alternative approaches for analysing conceptual change, (3) leading towards a multiperspective view of science learning and instruction that (4) can be used to examine scientific literacy and (5) lead to a powerful framework for improving science teaching and learning

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Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning

Modelling is the essence of thinking and working scientifically. But how do secondary students view science models? Usually as toys or miniatures of real-life objects with few students actually understanding why scientists use multiple models to explain concepts. A conceptual typology of models is presented and explained to help teachers select models that are appropriate to the conceptual ability of their students. The article concludes by recommending that teachers model scientific modelling to their students, encourage the use of multiple models in science lessons, progressively introduce sophisticated models, systematically present in-class models using the Focus, Action and Reflection (FAR) guide and socially negotiate all model meanings.

A typology of school science models

Analogical models are frequently used to explain science concepts at all levels of science teaching and learning. But models are more than communicative tools: they are important links in the methods and products of science. Different analogical models are regularly used to teach science in secondary schools even though little is known about how each student's mental models interact with the various models presented by teachers and in textbooks. Mounting evidence suggests that students do not interpret scientific analogical models in the way intended, nor do they find multiple and competing models easy to understand. The aim of this study is summarized in the research question: How can students' understanding of the multiple models used to explain upper secondary chemistry concepts be enhanced? This study qualitatively tracked ten students' modeling experiences, intellectual development, and conceptual status throughout grade 11 as they learned about atoms, molecules, and chemical bonds. This article reports in detail a year-long case study. The outcomes suggest that students who socially negotiated the shared and unshared attributes of common analogical models for atoms, molecules, and chemical bonds, used these models more consistently in their explanations. Also, students who were encouraged to use multiple particle models displayed more scientific understandings of particles and their interactions than did students who concentrated on a “correct” or best analogical model. The results suggest that, when analogical models are presented in a systematic way and capable students are given ample opportunity to explore model meaning and use, their understanding of abstract concepts is enhanced. © 2000 John Wiley & Sons, Inc. Sci Ed84:352–381, 2000.

Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry

Carbon—hydrogen spin—spin coupling constants

Strategies for Dendrite-Free Anode in Aqueous Rechargeable Zinc Ion Batteries

Distribution of atomic s character in molecules and its chemical implications

Chemistry's tangible models are large mechanical metaphors of small, invisible, quantum mechanical things.

Uses (and abuses) of models in teaching chemistry

IV - Isoelectronic systems

Memorizing orbital rules helps students earn credits in science without knowing what science is.

https://pubs.acs.org/doi/pdf/10.1021/ed061p421

Henry A. Bent

Papers

Distribution of atomic s character in molecules and its chemical implications

Uses (and abuses) of models in teaching chemistry

IV - Isoelectronic systems

Should orbitals be x-rated in beginning chemistry courses?

Uses of History in Teaching Chemistry.