SciELO - Scientific Electronic Library Online

 
vol.20 número1Why Models are Advantageous to Learning ScienceLearning how to model in science classroom: key teacher's role in supporting the development of students' modelling skills índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • No hay artículos similaresSimilares en SciELO

Compartir


Educación química

versión impresa ISSN 0187-893X

Resumen

COLL, Richard K.. Do Gifted Students View and Use Mental Models Differently from Others?. Educ. quím [online]. 2009, vol.20, n.1, pp.18-31. ISSN 0187-893X.

There is now a substantial body of research into learners' mental models of abstract scientific concepts. This research mostly confirms the obvious; that many learners struggle to understand abstract mental models in the way scientists or science teachers do. There is, however, a paucity of research into how gifted and talented science students view and use mental models in science. This paper explores this issue by examining mental models of chemical bonding for three highly gifted science students; one a senior secondary school student, a second an undergraduate, and third a PhD candidate also near completion. As might be expected, these highly gifted students held sophisticated mental models for all types of chemical bonding. Additionally, it seems they understood the limitations, purpose, and use of mental models in a similar way to that of scientists. This work provides insights into how the gifted conceptualize and use mental models, and provides insights into how teachers might move less gifted students towards a more sophisticated view of mental models in chemistry.

Palabras llave : Mental models; chemistry; gifted and talented; chemical bonding.

        · texto en Inglés     · Inglés ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons