The Accuracy of Macro-Submicro-Symbolic Language of Future Chemistry Teachers.

Tamara N. Rončević,Dušica D. Rodić,Mirjana D. Segedinac

doi:10.17344/acsi.2017.4139

Abstract

The present study is focused on the examination of language accuracy of future chemistry teachers in the macro-submicro-symbolic domain. Since the knowledge at the submicroscopic level is crucial for the understanding of chemical concepts and ideas, the aim of this study was to examine the accuracy of the language of future chemistry teachers while delivering chemical contents at this level. Within this objective, it was examined whether future chemistry teachers make a distinction between submicroscopic and macroscopic levels, as well as between submicroscopic and symbolic levels in their speech. Using qualitative methods of analysis, it was found that the majority of surveyed future chemistry teachers did not have the expected and necessary language accuracy within the examined domain. Most worrying were the attitudes of future chemistry teachers, who perceived the accurate expressions in the macro-submicro-symbolic domain as a redundant complication rather than a necessity.

Highlights

The concept of three levels of chemical representation, or the so-called “triplet relationship”[1] has been attracting the attention of a large number of researchers in the field of chemical education for many years
Since the first task was related to the determination of language accuracy in macro–submicro domain, the first part of this section will be devoted to the analysis of the most frequent linguistic imprecisions that were noticed during the monitoring future teachers’ classes
The main outcomes of this study are related to findings that future chemistry teachers tend to use imprecise language expressions in terms of particle types, prevalently using the term molecule regardless of the fact whether the compound is a covalent or ionic

Summary

Introduction

The concept of three levels of chemical representation, or the so-called “triplet relationship”[1] has been attracting the attention of a large number of researchers in the field of chemical education for many years. This notion was first mentioned in 1982 it still seems to be very influential and widespread among researchers.[2] From the basic idea that chemical contents can be taught on three levels, commonly called macroscopic (sensory accessible properties of substance), submicroscopic (particulate level) and symbolic (symbols, formulae, equations), multiple lines of research have been established over time. In textbooks approved by the Ministry of Education of the Republic of Serbia for primary school chemistry, it is possible to find statements such as the following: Each period, except the first, ends with the element that has 8 electrons in the highest energy level;[8] electronegativity is the ability of a chemical element to attract the electron pair;[9] carboxylic acids which have a higher number of carbon atoms are referred to as a higher fatty acid;[10] benzene contains six carbon and six hydrogen atoms.[11]

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Conclusion