This paper, based on previous theoretical, empirical and practical developments, presents a re-conceptualisation of school chemistry programmes using a model-based approach and a semantic conception of scientific models. We propose the practice of a school chemical activity in a series of structuring theoretical fields, supported on interventions that can be performed on carefully selected everyday phenomena. We suggest the presentation of school chemical concepts only when they become necessary, using those concepts as a way of introducing chemical models.
|Journal||Journal of Science Education|
|Publication status||Published - 1 Jan 2012|
- Chemistry curricula and programmes
- Paradigmatic facts
- School chemical activity
- Structuring theoretical fields