Kan natuurkundeonderwijs ook aansluiten bij de ervarings- en belevingswereld van meisjes

Tijdschrift voor Didactiek van de Beta-wetenschappen, uitgegeven door het Freudenthal Instituut, Universiteit Utrecht in de periode 1983-2014

Joerg, T. Tijdschrift voor Didactiek van de Beta-wetenschappen 1985 – 3(3), 203-218 Download pdf

Substance, chemical reaction and chemical element are crucially important concepts in elementary chemical education. At the same time they are widely considered to be notoriously difficult to teach as well as to learn. In the chemist’s mind, these three concepts are strongly associated with corpuscular models, e.g. element to atom. Students in elementary chemical education appear to have their own corpuscular interpretations of physical and chemical phenomena. It was felt that these ‘primitive’, pre-scientific corpuscular notions might be helpful in learning the concepts mentioned above. Exploring the teaching possibilities in this direction required an investigation into the nature and content of students’ corpuscular notions. Motives, method and some results of this investigation are briefly reported in this article.