Johnstone's Triangle and the Curriculum: Making Chemistry Accessible
This chapter looks at the implications of the triangle model for the place of chemistry in wider school education and the kind of chemistry that is important to include. Johnstone argued cogently that there was extensive rigorous macro chemistry, and this should be taught first. The sub-micro and representational can then be introduced gradually. In this, he argued that the chemistry curriculum needs to focus on the learners, not the logic of the subject matter. One illustration of this is the applications-led curriculum, which has been shown to be so successful. Here, macro is centre stage and is rigorous, laying the necessary foundation on to which the sub-micro and representational can be built. The sub-micro and representational can make sense of what is observed, the macro chemistry.