The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level
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Gail
Chittleborough
*a and
David F.
Treagust
b
aFaculty of Education, Deakin University, Melbourne, Victoria, Australia. E-mail: gail.chittleborough@deakin.edu.au
bScience and Mathematics Education Centre, Curtin University of Technology, Perth, Australia
Abstract
This case study examined the ability of three first year non-major chemistry students to understand chemical concepts according to Johnstone’s three levels of chemical representations of matter. Students’ background knowledge in chemistry proved to be a powerful factor in their understanding of the submicroscopic level. The results show that modelling ability is not necessarily innate, but it is a skill to be learnt. Each of the students’ modelling abilities with chemical representations improved with instruction and practice. Generally, as modelling skills improved so did students’ understanding of the relevant chemical concept. Modelling ability is described according to Grosslight et al.’s three–tiered level and the ability to traverse the three levels of chemical representation of matter. [Chem. Educ. Res. Pract., 2007, 8 (3), 274-292.]