Instructing secondary school students in 'triplet' concept mapping for chemistry
(2019) ESERA 2021 In Alma mater studiorum p.111-120- Abstract
- A sociocultural perspective was utilized to explore if concept mapping using macroscopic, symbolic and submicroscopic aspects (often referred to as the ‘chemistry triplet’) can be used to promote development of expert knowledge in secondary school chemistry students by facilitating multilevel thinking. An additional aim was to explore the possibilities of using sociocultural theory to study the development of conceptual meaning and its contextual influences. The method was well received by students, and all students produced acceptable
maps. Students with difficulties defining symbolic concepts as representations found participation in the study particularly useful. The method appeared to be suitable for studying both the effect of... (More) - A sociocultural perspective was utilized to explore if concept mapping using macroscopic, symbolic and submicroscopic aspects (often referred to as the ‘chemistry triplet’) can be used to promote development of expert knowledge in secondary school chemistry students by facilitating multilevel thinking. An additional aim was to explore the possibilities of using sociocultural theory to study the development of conceptual meaning and its contextual influences. The method was well received by students, and all students produced acceptable
maps. Students with difficulties defining symbolic concepts as representations found participation in the study particularly useful. The method appeared to be suitable for studying both the effect of social roles and communication practices in the classroom, suggesting that triplet concept mapping can be utilized to study the contextual influences on the development of conceptual meaning, as well as to promote knowledge integration in chemistry at secondary school level. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/a9bcba46-2291-4b92-afe0-b8f7a224f269
- author
- Hamnell -Pamment, Ylva LU
- organization
- publishing date
- 2019
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- host publication
- Electronic Proceedings of the ESERA 2019 Conference : The Beauty and Pleasure of Understanding: Engaging With Contemporary Challenges Through Science Education - The Beauty and Pleasure of Understanding: Engaging With Contemporary Challenges Through Science Education
- series title
- Alma mater studiorum
- editor
- Levrini, Olivia and Tasquier, Giulia
- pages
- 10 pages
- publisher
- University of Bologna
- conference name
- ESERA 2021
- conference dates
- 2021-08-30 - 2021-09-03
- ISBN
- 978-88-945874-0-1
- project
- Sensemaking in chemistry at upper secondary school
- language
- English
- LU publication?
- yes
- id
- a9bcba46-2291-4b92-afe0-b8f7a224f269
- alternative location
- https://www.dropbox.com/s/0kl4vmx3arf5eft/ESERA2019_ok.pdf?dl=0
- date added to LUP
- 2021-12-25 05:54:15
- date last changed
- 2023-06-27 15:00:01
@inproceedings{a9bcba46-2291-4b92-afe0-b8f7a224f269, abstract = {{A sociocultural perspective was utilized to explore if concept mapping using macroscopic, symbolic and submicroscopic aspects (often referred to as the ‘chemistry triplet’) can be used to promote development of expert knowledge in secondary school chemistry students by facilitating multilevel thinking. An additional aim was to explore the possibilities of using sociocultural theory to study the development of conceptual meaning and its contextual influences. The method was well received by students, and all students produced acceptable<br/>maps. Students with difficulties defining symbolic concepts as representations found participation in the study particularly useful. The method appeared to be suitable for studying both the effect of social roles and communication practices in the classroom, suggesting that triplet concept mapping can be utilized to study the contextual influences on the development of conceptual meaning, as well as to promote knowledge integration in chemistry at secondary school level.}}, author = {{Hamnell -Pamment, Ylva}}, booktitle = {{Electronic Proceedings of the ESERA 2019 Conference : The Beauty and Pleasure of Understanding: Engaging With Contemporary Challenges Through Science Education}}, editor = {{Levrini, Olivia and Tasquier, Giulia}}, isbn = {{978-88-945874-0-1}}, language = {{eng}}, pages = {{111--120}}, publisher = {{University of Bologna}}, series = {{Alma mater studiorum}}, title = {{Instructing secondary school students in 'triplet' concept mapping for chemistry}}, url = {{https://www.dropbox.com/s/0kl4vmx3arf5eft/ESERA2019_ok.pdf?dl=0}}, year = {{2019}}, }