New Perspectives in Science Education
The Chemical Formula Language: A Blended-Learning Course Design for the Transition between School and University
Constanze Koch, Georg-August-University Göttingen, Institute of Inorganic Chemistry, Department of Chemistry Education, Tammannstrasse 4, D-37077 Göttingen (Germany) (Germany)
Thomas Waitz, Georg-August-University Göttingen, Institute of Inorganic Chemistry, Department of Chemistry Education, Tammannstrasse 4, D-37077 Göttingen (Germany) (Germany)
Stefanie Haffer, Georg-August-University Göttingen, Institute of Inorganic Chemistry, Department of Chemistry Education, Tammannstrasse 4, D-37077 Göttingen (Germany)
Abstract
Results of recent studies concerning the subject specific knowledge of chemistry freshmen reveal several deficits in the area of the chemical formula language.[1] These include, for example, the formulation of simple molecular and structural formula, as well as their application in reaction equations and mechanisms. Furthermore, the description of basic chemical concepts on the representational level (symbolic formula),[2] e.g. concepts of acid-base and redox chemistry, turned out to be challenging for students at the beginning of their chemistry study. These deficits also became apparent in studies carried out frequently by us with freshmen of chemistry, including both students of chemistry in minor and major.[3]
Since mastery of the formula language is fundamental for the understanding of qualitative and particularly quantitative relations in chemistry and frequently being the first obstacle for the chemistry students, a preparatory course was developed at the faculty of chemistry of the university in Göttingen. That course intents to reduce or even to close knowledge gaps concerning the freshmen´s deficits occurring when the formula language is a prerequisite.
In our contribution we will initially present a categorisation of the chemical symbolic formula and based on this a didactic concept for this preparatory course will be introduced, which is applied within a blended-learning environment. For the concept`s design different aspects have been considered, such as changes of the representation levels, comparison of concepts, training of the model understanding as well as multimediality and interactivity.
[1] S. Bernholt, I. Fischer, S. Heuer, V. Taskin, J. Martens, I. Parchman, Die chemische Formelsprache – (un-)vermeidbare Hürden auf dem Weg zu einer Verständnisentwicklung?, CHEMKON 19 (2012) 171-178.
[2] H.-D. Barke, Chemiedidaktik: Diagnnose und Korrektur von Schülervorstellungen, Berlin Heidelberg: Springer Verlag (2006) 130-131.
[3] N. Intorp, T. Waitz, Heterogeneity Among First Year Students: An Analysis of the Entry Requirements in Chemistry Studies, New Perspective for Science Education, Conference Proceedings 2013, Libreriauniversitatia.it, (2013) 231-235.
