I am currently carrying out a study to identify difficult teaching/learning topics in chemistry curriculum. The study will also verify the influence of gender on students and teachers perception of difficult topics in the curriculum.
Which theory(ies) should I adopt for discussion in my literature review?
Hi Iberedem, You might look up "threshold concepts" since it sounds a lot like what you're interested in. It's like some concepts are really hard, but when you figure it out, you cross a threshold. Suddenly you're in a new place where you can learn more. I personally don't feel like I know Chemistry well, so I don't have any intuitions to help you. But others looked at threshold concepts in Chemistry (some links below). Good luck with your study! - Maddie
https://pubs.acs.org/doi/10.1021/ed500679k
https://edu.rsc.org/feature/challenging-concepts-in-chemistry/2000069.article
https://www.asbmb.org/education/core-concept-teaching-strategies/threshold-concepts
Thank you so much Dr. @Madeline Wyndzen for your contribution and recommendation. I really appreciate.
Dr. Katie Madeline Wyndzen
The paper you recommended is very helpful.
Thank you once again.
https://www.researchgate.net/profile/Reinaldo-Requeiro/stats
Dear Iberedem Udousoro
Dr. Madeline's answer is absolutely valuable and very guiding
In neuroscience it is considered that there may be constant learning curves and self improvement, for this the concept of life strategy that we have generated is decisive.
In today's increasingly complex Knowledge Society, human beings tend to replace the question: How much money do I have?
For another question: How much knowledge do I have?
Increasingly, the knowledge that is possessed is more decisive to access better paid jobs, to make efficient use of the resources we have, either in material goods in accordance with intelligent consumption or when investing those resources in generate more resources.
The transgression of the cognitive threshold is a question of survival, otherwise it is impossible to improve our own functioning. Today it is essential to question what we have in our knowledge, transcend into new fields of knowledge, know what tools to use to face an unstable, difficult life and with it, the advent of unpredictable events. Many times we wonder if we have advanced enough to see beyond the limits of what is necessary or what we can learn. The threshold is that as long as we are alive, we will never have reached a learning limit that deserves to be categorically called a limit.
Incredible submission Dr @ Reinaldo Requeiro.
Yes Dr. @Madeline answer gave me a great hint into what I needed to know.
I now have more insight about the threshold theory from your insightful submission.
I think that chemistry, being a science with a high level of abstraction, should use modeling to teach those abstract concepts, especially at the micro and ultramicro level of representation of matter. There is a reality to which we cannot have direct access through our senses, so chemistry didactics uses models to explain "that reality".
I agree that positive thinking can be immediately substituted within the concept of difficult topics, if we consider that the "loose word" is always an “active instrument” in circulation.
Hi Prof. @Wilmer Lopez, I think modelling is a very good suggestion.
Please would you also recommend works on using modelling to teach chemistry?
I would love to read through.
Thank you for your answer.
Thank you Professor @Juana Maria ... Please throw more light on 'Loose word' and 'active instrument'.
I am a little confused.
Thank you.
You may use feminism or constructivist approach as a point of departure. Of course, choice of theories may depend on many factors.
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