Chemistry Reference
In-Depth Information
Macroscopic
Context
Submicroscopic
Activity
Representational
ZPD
Support
Fig. 1.12
Tetrahedral-ZPD chemistry education metaphor by Sileshi [
25
]
1.4 Human Element: Students' Conceptions and Everyday
Language
New ideas do not survive for all time, but might get altered soon. Theories, which
children build up in their cognitive structure over a couple of years are more deeply
held than new theories, which were only taught during some weeks or even in a few
lessons at school. Therefore, new ideas have to be used again and again during
teaching situations to deeply embed them in the students' thinking.
It should be clear that discussions with friends and family can irritate the student
with their new concepts: everyday language remains opposite to these new
concepts. Students still have to deal with everyday comments like “candles are
away after burning,” “stains are being removed,” or “electrical current is being
consumed.” Students should be motivated to start reflecting on these comments and
offer their ideas in discussions with friends and family: the candle reacts with
oxygen of air and forms invisible carbon dioxide gas, stains are dissolved in petrol
and the fat exists still in the wrap of paper after petrol is evaporated, electric energy
is transformed into thermal energy (electric heater), or into light energy (light bulb),
or into other kinds of energy.
These students would acquire a competence, which also supports much-desired
critical thinking skills. Such expertise could have a positive influence on our society
and more scientific issues would be described in a scientifically adequate way and
passed on by the students.
Also the influence of media on new conceptions exists. There are radio and TV
commercials which sometimes convey diffuse conceptions for scientific phenomena
