External Representations in the Teaching and Learning of Introductory Chemistry

James R Cox,Bethany W Jones

doi:10.4236/ce.2011.25067

Abstract

This manuscript describes the role that external representations, such as diagrams and sketches, can play in organizing and learning concepts presented in a one-semester chemistry course (general, organic and biochemistry) designed for nursing students. Although external representations are typically found in chemistry textbooks and instructor-drawn notes, students are usually not taught or prompted to use various types of external representations to promote learning. Representations created by an instructor and a student are discussed to highlight effective ways to foster student participation in creating various diagrams. In addition, a student provides a perspective on the educational value of creating external representations and the roles of visual thinking and creativity in learning introductory chemistry. Although the model for this approach has been an introductory chemistry course, this approach can be widely applied across disciplines.

Highlights

The availability and diversity of instructional methods in science classrooms has increased tremendously in last decade
Some have heralded the end of the information age and insist we are in an interaction age (Milne, 2007) where student success depends on meaningful interactions with instructors, each other and information
Students have to be prompted to draw diagrams and instructors can initiate the process by using external representations during class and helping students make their own diagrams

Summary

External Representations in the Teaching and Learning of Introductory Chemistry

Received October 3rd, 2011; revised November 15th, 2011; accepted November 22nd, 2011. This manuscript describes the role that external representations, such as diagrams and sketches, can play in organizing and learning concepts presented in a one-semester chemistry course (general, organic and biochemistry) designed for nursing students. External representations are typically found in chemistry textbooks and instructor-drawn notes, students are usually not taught or prompted to use various types of external representations to promote learning. A student provides a perspective on the educational value of creating external representations and the roles of visual thinking and creativity in learning introductory chemistry. The model for this approach has been an introductory chemistry course, this approach can be widely applied across disciplines

Introduction

External Representations

Deliberate Practice

Conclusion