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  Home > JCE Print > Journal of Chemical Education > Issues > 2006  > May  >
Research: Science and Education
Chemical Education Research
Commonsense Chemistry: A Model for Understanding Students' Alternative Conceptions
Vicente Talanquer
Department of Chemistry, University of Arizona, Tucson, AZ 85721
Cover
May 2006
Vol. 83 No. 5
p. 811
Abstract
Students' alternative conceptions play a central role in how they learn science. However, the large number and diversity of these alternative conceptions makes it difficult for teachers to identify any patterns in their students' thinking. A thorough analysis of alternative conceptions in chemistry, as described in the research literature in science and chemistry education, has led to the development of an explanatory framework that encompasses many of the ideas held by chemistry students about chemical substances and phenomena. Research results provided here indicate that many students' conceptual difficulties result from commonsense reasoning. This commonsense approach is based upon a set of assumptions about the natural world and the application of reasoning heuristics that students instinctively follow and apply without hesitating or considering other alternatives. The identification of this explanatory framework may provide a useful model that teachers can use to better understand and even predict many of their students' learning difficulties.
More Information
*  Citation
 Talanquer, Vicente. J. Chem. Educ. 2006 83 811.
*  Keywords
 Chemical Education Research; Learning Theories; Misconceptions / Discrepant Events
*  History
 Created:
Last Updated:		 3/16/2006
3/22/2006
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