TEACHERS’ CONTINUING LEARNING OF CHEMISTRY: SOME IMPLICATIONS FOR SCIENCE TEACHING

Abstract

For the past twenty years there has been much research and writing about the ’alternative conceptions’ of students in their understandings and learning of science. However, rarely is it suggested that a large range of conceptions is held by their teachers and also by qualified chemists. Substantial data on the alternative conceptions of graduate scientists have been gathered both from personal reflection and experience as well as from more formal educational research. This paper argues that, while such ‘errors’ should be minimized, they are inevitable, widespread and of considerable significance for the teaching and learning of chemistry. Moreover, it is suggested that there is much to be gained by teachers sharing the insights they have whilst teaching, with their peers and with their students. Accepting the fallibility of authority demands a much more active role for the student and a necessity for a more critical view of the understandings of the teacher. The paper explores the implications for teaching and learning and the relationship between the teacher and student. It highlights the valuation of ‘learning’ over that of ‘knowing’ and connects this with epistemological realities of being and becoming a scientist (or an educated citizen). Inevitably, the role of language in science and in the learning of science is a significant issue. [Chem. Educ. Res. Pract. Eur.: 2002, 3, 345-359]