Integrating Analogy into Scientific Modelling for Students' Active Learning in Chemistry Education

Song Xue, Danner Sun

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Although active learning places more responsibility and emphasizes the learners themselves, as compared to the traditional learning approach, teaching guidance is still essential in the active learning environment. In most chemistry classes, students are provided with limited opportunities to explore the atomic structures at the sub-microscopic level or participate in learning activities. To address these issues, an effective teaching approach enabling students’ active learning called “Analogy integrated Scientific Modeling” (AiSM) has been proposed with the aim of facilitating students’ learning of abstract chemistry concepts. This chapter introduces how AiSM approach is integrated into chemistry class and promotes students to understand the atomic structure. The chapter starts with a theoretical background, which consists of analogy in teaching the atomic structure, the scientific modeling, and the AiSM approach. Subsequently, two lesson exemplars illustrate how the analogy and the scientific modeling can get integrated into a chemistry class. Last, the initial results of a pilot study are discussed to demonstrate the effects and benefits of the AiSM approach on promoting students’ active learning in chemistry classes.
Original languageEnglish
Title of host publicationActive Learning
Subtitle of host publicationResearch and Practice for STEAM and social sciences education
EditorsDelfín Ortega-Sánchez
PublisherIn Tech - Open Access Publisher
DOIs
Publication statusPublished - 20 Oct 2022

Publication series

NameActive Learning - Research and Practice for STEAM and social sciences education [Working Title]
PublisherIntechOpen Limited

Keywords

  • active learning
  • analogy
  • educational paradigm
  • scientific modeling

Fingerprint

Dive into the research topics of 'Integrating Analogy into Scientific Modelling for Students' Active Learning in Chemistry Education'. Together they form a unique fingerprint.

Cite this