TY - JOUR
T1 - My journey in chemistry education
AU - Chiu, Mei Hung
N1 - Funding Information:
Research in chemistry education has found various types of alternative conceptions students own. It is crucial to uncover the kinds of students’ comprehension of chemistry so that useful strategies can be provided to facilitate students’ learning of chemistry. To uncover students’ understanding of science, various approaches have already been taken. One of them is the two-tier test diagnostic assessment tool, the first tier for factual knowledge while the second tier for explanations to the first tier responses proposed by Treagust [], [], []. It was adopted in an integrated project (including chemistry, biology, and physics) entitled The National Science Concept Learning Study (NSCLS) sponsored by the Ministry of Science and Technology (MOST, former National Science Council) in Taiwan. The tool aims to assess elementary, junior high, and senior high school students’ conceptual understanding of the subjects mentioned above to help us understand chemistry from students’ epistemic points of view. The author of this article was the coordinator of the chemistry group and also the principal investigator of the sub-project on examining secondary school students’ conceptions of gas particles, acid and base, and chemical equilibrium for four years []. The chemistry group involved eight professors in chemistry education from different universities and 4–8 in-service teachers from schools at different levels joining each professor’s group.
Publisher Copyright:
© 2022 IUPAC & De Gruyter.
PY - 2022/8/1
Y1 - 2022/8/1
N2 - Chemistry is filled with complex and abstract concepts in interconnected systems. It is considered as the central science for linking with other scientific disciplines. Chemistry cannot be separated from our daily life. But it has been a challenge for school students to learn its concepts at various levels of educational systems. In this article, I will start with an introduction on investigations of students' conceptions of chemical concepts, teachers' understanding of students' knowledge of scientific phenomena, and strategies for promoting students' conceptual change in learning science, including model-based and modeling-based instruction as well as adoption of innovative technology in learning sciences (such as, the use of facial expressions system augmented reality and virtual reality in learning chemistry). And then, I will describe a few outreach activities on promoting public understanding of chemistry, developing educators' competence in teaching chemistry, as well as investigation on gender gap in STEM sponsored by ISC, IUPAC and other unions and partners.
AB - Chemistry is filled with complex and abstract concepts in interconnected systems. It is considered as the central science for linking with other scientific disciplines. Chemistry cannot be separated from our daily life. But it has been a challenge for school students to learn its concepts at various levels of educational systems. In this article, I will start with an introduction on investigations of students' conceptions of chemical concepts, teachers' understanding of students' knowledge of scientific phenomena, and strategies for promoting students' conceptual change in learning science, including model-based and modeling-based instruction as well as adoption of innovative technology in learning sciences (such as, the use of facial expressions system augmented reality and virtual reality in learning chemistry). And then, I will describe a few outreach activities on promoting public understanding of chemistry, developing educators' competence in teaching chemistry, as well as investigation on gender gap in STEM sponsored by ISC, IUPAC and other unions and partners.
KW - IUPAC Distinguished Women in Chemistry and Chemical Engineering
KW - chemistry education
KW - modeling
KW - women in science
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U2 - 10.1515/pac-2021-1103
DO - 10.1515/pac-2021-1103
M3 - Article
AN - SCOPUS:85130683140
SN - 0033-4545
VL - 94
SP - 919
EP - 941
JO - Pure and Applied Chemistry
JF - Pure and Applied Chemistry
IS - 8
ER -
