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By Seib P.A., Tolbert B.M. (eds.)

ISBN-10: 0841206325

ISBN-13: 9780841206328

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Correct interpretation of chemical diagrams requires transforming from one level of representation to another. Research in Science Education, 38(4), 463–482. Chittleborough, G. , & Treagust, D. F. (2009). Why models are advantageous to learning science. Educación Química, 29(1), 12–17. Chittleborough, G. , Treagust, D. , Mamiala, T. , & Mocerino, M. (2005a). Students’ perceptions of the role of models in the process of science and in the process of learning. Research in Science and Technological Education, 23(2), 195–212.

The analogy of the car is consistent with the rising iceberg framework. Johnstone (1982) is in favour of exploiting the macroscopic level and introducing the sub-microscopic as needed. Through using more macroscopic references the chemistry could be more contextual and help to promote a higher standard of chemical literacy along with giving chemistry a better image. Pedagogical Implications Will raising teachers’ awareness of how chemical ideas are learnt, impact on their pedagogical practice and translate into effective teaching strategies and deeper student understanding?

The sub-microscopic level cannot easily be seen directly, and while its principles and components are currently accepted as true and real, it depends on the atomic theory of matter. The scientific definition of a theory can be emphasised here with the picture of the atom constantly being revised. As Silberberg (2000) points out, scientists are ‘‘confident about the distribution of electrons but the interactions between protons and neutrons within the nucleus are still on the frontier of discovery’’ (p.

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Ascorbic Acid Chemistry, Metabolism, and Uses by Seib P.A., Tolbert B.M. (eds.)


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