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Multiple Representations in Chemical Education pp 75–105Cite as

Learning at the Symbolic Level

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Part of the book series: Models and Modeling in Science Education ((MMSE,volume 4))

Abstract

Abstract The symbolic language of chemistry is extensive, and is used ubiquitously in teaching and learning the subject at secondary level and beyond. This chapter considers how this ‘language’, which acts as such a powerful facilitator of communication for the expert, may often impede effective communication for novice learners. Symbolic representations become second nature to the teacher, being highly integrated with conceptual understanding and subject knowledge. However, such representations may make considerable additional demands on learners already challenged by both the abstract nature of concepts and the range of unfamiliar substances to which these concepts are applied in the curriculum. Drawing upon a broadly constructivist perspective on learning, the chapter explores three aspects of learning about the representational level in chemistry. The range of representations that are used in teaching and learning chemistry at school and college levels is outlined, drawing attention to the demands this makes of those setting out on a study of chemistry. The particular example of the ‘chemical equation’ is then considered in some depth to illustrate the extent to which representational features are linked to underlying chemical theory, and how students are expected to appreciate the nuanced distinctions between different variations in representation (whilst ignoring trivial stylistic variations). Finally the role of the symbolic level of representation as a mediator between the molar and sub-microscopic levels of chemistry is considered, and how this offers potential to compound student learning difficulties, but also opportunities for reinforcing student understanding. Throughout the chapter there is an emphasis on where teachers need to give careful thought to support student learning and facilitate progression in the subject.

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Author information

Authors and Affiliations

  1. University of Cambridge, Cambridge, MA, UK

    Keith S. Taber

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  1. Keith S. Taber
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Correspondence to Keith S. Taber .

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Editors and Affiliations

  1. 1 Croswell Cottages, Goose Lane, Mayford Woking, Surrey

    John K. Gilbert

  2. 1 Croswell Cottages, Mayford, UK, GU22 0NW

    John K. Gilbert

  3. Curtin University of Technology Science & Mathematics Education Centre, Perth, WA, 6001, Australia

    David Treagust

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Taber, K.S. (2009). Learning at the Symbolic Level. In: Gilbert, J.K., Treagust, D. (eds) Multiple Representations in Chemical Education. Models and Modeling in Science Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8872-8_5

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