Publication at Faculty of Mathematics and Physics, Faculty of Education |
2012
Abstract
Chemistry subject matter at primary and secondary school carries a certain amount of abstraction. In an effort to bring subject matter, scientific methods or procedures closer to students, authors of textbooks and subsequently also teachers generalize and simplify descriptions of more complex phenomena.
It may result in strengthening misconceptions. This paper is a demonstration of an approach leading towards deeper understanding of such "misconceptionalized" subject matter.
Using Model experiment, a practice of leading students to improve or pecify their knowledge is presented.