How the Chemistry Modeling Curriculum Engages Students in Seven Science Practices Outlined by the College Board

Abstract

As advanced placement (AP) teachers strive to implement the changes outlined in the AP chemistry redesign, they will have the opportunity to reflect on and evaluate their current practices. For many AP teachers, the new focus on conceptual understanding, reasoning, inquiry, and critical thinking over memorization and algorithmic problem solving will require new and effective curricular materials. The Chemistry Modeling Curriculum offers a robust, research-based set of materials designed to cultivate the science practices outlined in the AP chemistry course description, and foster deeper conceptual understanding. Through this curriculum, students learn how to develop, evaluate, and modify models based on data and observations they collect from simple experiments. They practice communicating their ideas through class discussions and informal whiteboard presentations. Students of the Modeling Curriculum are expected to represent their ideas in a variety of ways including graphically, mathematically, and diagrammatically. For these reasons, the use of the Modeling Curriculum in a pre-AP chemistry course can help students begin to develop these skills and better prepare them for the rigors of the AP curriculum. This paper will provide a brief background of the Chemistry Modeling Curriculum, illustrate how Modeling is different from traditional instruction, and provide resources for teachers who want to learn more about implementing the curriculum. This contribution is part of a special issue on teaching introductory chemistry in the context of the advanced placement chemistry course redesign.