The new trend in chemistry (which I agree with) is to have the students draw chemical reactions pictorially (models). I have been trying to incorporate this idea this year in chemistry, but I have this nagging “bug” in the back of my mind. “do the students need to know how to draw Lewis Structures before we have them representing molecules?
I remember the “Whole Language” idea that invaded the English classroom a few years ago which allowed students to ignore correct spelling of words, so they wouldn’t be throttling the flow of ideas onto a paper.
I feel that, without Lewis Structures, we will be doomed to repeat what history as deemed a bad idea.
I used to do an atoms-first approach to chemistry. Looks like I will be going back to this which can allow for Lewis structures before reactions.
Organic Letters on the Lookout for Data Manipulation
This is the stuff high schoolers need to read when they are thinking about plagiarizing. Maybe they would think twice about “real-world” consequences before they get into the habit of using the cut and paste features of their keyboards.
Interesting video about “watching” lectures. http://fnoschese.wordpress.com/2011/03/17/khan-academy-and-the-effectiveness-of-science-videos/
Are students really learning or only hearing what they want to hear to justify what they already “know”. I have the same problem with gravity that the video used as an example.
It is important that teachers in lower grade levels get the concepts right. Students are much more receptive at the younger ages. So, when we get them in high school, once they hear a topic they already know, they had better know it correctly, or they will more than likely not be corrected.
I like that the term “confused” was used as a sign of corrected misconceptions.
link to flash animation showing data of a photoelectron spectroscope from Arizona State