Skip to main content
SpringerLink
Log in

The Role of Models, Mental Models and Analogies in Chemistry Teaching

  • Chapter
Book cover Metaphor and Analogy in Science Education

Part of the book series: Science & Technology Education Library ((CTISE,volume 30))

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

3.1 References

  • Barnea, N., Dori, Y.J., & Finegold, M. (1995, April). Model perception among pre-and in-service chemistry teachers. Paper presented at the annual Association for Research in Science Teaching Conference, San Francisco.

    Google Scholar 

  • Bent, H. (1984). Uses (and abuses) of models in teaching chemistry. Journal of Chemical Education, 61(9), 774–777.

    Google Scholar 

  • Black, M. (1962). Models and metaphors. Ithaca, NY: Cornell University Press.

    Google Scholar 

  • Coll, R.K., & Treagust, D.F. (2001). Learners’ mental models of chemical bonding. Research in Science Education, 31(3), 357–382.

    Article  Google Scholar 

  • Coll, R.K., & Treagust, D.F. (2002). Learners’ mental models of covalent bonding. Research in Science and Technological Education, 20(2), 241–268.

    Article  Google Scholar 

  • Copolo, C.F., & Hounshell, P.B. (1995). Using three-dimensional models to teach molecular structures in high school chemistry. Journal of Science Education and Technology, 4(4), 295–305.

    Article  Google Scholar 

  • Dagher, Z.R. (1995a). Analysis of analogies used by science teachers. Journal of Research in Science Teaching, 32(3), 259–270.

    Google Scholar 

  • Dagher, Z.R. (1995b). Review of studies on the effectiveness of instructional analogies in science education. Science Education, 79(3), 295–312.

    Google Scholar 

  • Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75(6), 649–672.

    Google Scholar 

  • Furió, C., Calatayud, M.L., Barcenas, S.L., & Padilla, O.M. (2000). Functional fixedness and functional reduction as common sense reasonings in chemical equilibrium and in geometry and polarity of molecules. Science Education, 84, 545–565.

    Article  Google Scholar 

  • Gabel, D., Briner, D., & Haines, D. (1992). Modelling with magnets: A unified approach to chemistry problem solving. The Science Teacher, 59(3), 58–63.

    Google Scholar 

  • Gabel, D., & Sherwood, R. (1980). The effect of student manipulation of molecular models on chemistry achievement according to Piagetian level. Journal of Research in Science Teaching, 17(1), 75–81.

    Google Scholar 

  • Gilbert, J.K., Boulter, C.J., & Elmer, R. (2000). Positioning models in science education and in design and technology education. In J.K. Gilbert & C.J. Boulter (Eds.), Developing models in science education (pp. 3–18). Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Gilbert, J.K., & Rutherford, M. (1998). Models in explanations Part 1: Horses for courses? International Journal of Science Education, 20(1), 83–97.

    Google Scholar 

  • Grosslight, L., Unger, C., Jay, E., & Smith, C. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28(9), 799–822.

    Google Scholar 

  • Harrison A., & Treagust, D.F. (2000). Learning about atoms, molecules and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science Education, 84, 352–381.

    Article  Google Scholar 

  • Kleinman, R.W., Griffin, H.C., & Kerner, NK. (1987). Images in chemistry. Journal of Chemical Education, 64(9), 766–770.

    Google Scholar 

  • Licata, K.P. (1988). Chemistry is like a.... The Science Teacher, 55(8), 41–43.

    Google Scholar 

  • Lühl, J. (1992). Teaching of social and philosophical background to atomic theory. Science and Education, 1(2), 193–204.

    Article  Google Scholar 

  • Maksic, Z.B. (1990). Theoretical models of chemical bonding Part 1: Atomic hypothesis and the concept of molecular structure. New York: Springer Verlag.

    Google Scholar 

  • Pogliani, L., & Berberan-Santos, M.N. (1996). Inflation rates, car devaluation, and chemical kinetics. Journal of Chemical Education, 73(10), 950–192.

    Google Scholar 

  • Schamp, H.W. (1990). Model misunderstandings: Teach the limitations. The Science Teacher, 57(9), 16–19.

    Google Scholar 

  • Schrader, C.L. (1984). Everyone wants to be a model teacher Part I: Observations versus inferences. Journal of Chemical Education, 61(11), 1001–1002.

    Article  Google Scholar 

  • Smit, J.J.A., & Finegold, M. (1995). Models in physics: Perceptions held by final-year prospective physical science teachers studying at South African universities. International Journal of Science Education, 17(5), 621–634.

    Google Scholar 

  • Solomon, J. (1995). Higher level understanding of the nature of science. School Science Review, 76(276), 15–22.

    Google Scholar 

  • Stavy, R. (1991). Using analogy to overcome misconceptions about conservation of matter. Journal of Research in Science Teaching, 28(4), 205–313.

    Google Scholar 

  • Suckling, C.J., Suckling, K.E., & Suckling, C.W. (1978). Chemistry through models: Concepts and applications of modelling in chemical science, technology and industry. Cambridge, England: Cambridge University Press.

    Google Scholar 

  • Taber, K.S. (1998). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20(5), 597–608.

    Google Scholar 

  • Taylor, N., & Coll, R.K. (1997). The use of analogy in the teaching of solubility to pre-service primary teachers. Australian Science Teachers’ Journal, 43(4), 58–64.

    Google Scholar 

  • Taylor, N. & Coll, R.K. (2002). Pre-service primary teachers’ mental models of kinetic theory. Chemistry Education: Research and Practice in Europe, 3(3), 293–315.

    Google Scholar 

  • Taylor, N., & Lucas, K. (1997). The trial of an innovative science programme for preservice primary teachers in Fiji. Asia-Pacific Journal of Teacher Education, 25(3), 325–343.

    Google Scholar 

  • Thiele, R.B., & Treagust, D.F. (1994). An interpretive examination of high school chemistry teachers’ analogical explanations. Journal of Research in Science Teaching, 31(3), 227–242.

    Google Scholar 

  • Tomasi, J. (1988). Models and modelling in theoretical chemistry. Journal of Molecular Structure (Theochem), 179, 273–291.

    Article  Google Scholar 

  • Trindle, C. (1984). The hierarchy of models in chemistry. Croatia Chemica Acta, 57(6), 1231–1245.

    Google Scholar 

  • Vosniadou, S., & Schommer, M. (1988). Exploratory analogies can help children acquire information from expository text. Journal of Educational Psychology, 10, 524–536.

    Article  Google Scholar 

  • Walton, A. (1978). Molecular and crystal structure models. Chichester, England: Ellis Horwood.

    Google Scholar 

  • Williamson, V.M., & Abraham, M.R. (1995). The effects of computer animation on particulate mental models of college chemistry students. Journal of Research in Science Teaching, 32(5), 521–534.

    Google Scholar 

  • Zumdahl, S.S. (1989). Chemistry (2nd ed.). Lexington, DC: Heath.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Waikato, New Zealand

    Richard K. Coll

Authors
  1. Richard K. Coll
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Technology Sydney, Australia

    Peter J. Aubusson

  2. Central Queensland University, Australia

    Allan G. Harrison

  3. Queensland University of Technology, Australia

    Stephen M. Ritchie

Rights and permissions

Reprints and permissions

Copyright information

© 2006 Springer

About this chapter

Cite this chapter

Coll, R.K. (2006). The Role of Models, Mental Models and Analogies in Chemistry Teaching. In: Aubusson, P.J., Harrison, A.G., Ritchie, S.M. (eds) Metaphor and Analogy in Science Education. Science & Technology Education Library, vol 30. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3830-5_6

Download citation

Publish with us

Policies and ethics

Search

Navigation