Models and Analogies

In part one of this series, I described how switching between macroscopic, microscopic, and symbolic representations of concepts and theories can be confusing for students, especially for those still operating as dualist (right and wrong only), concrete operational thinkers. I also described the nature of scientific models, and the need to carefully identify their inherent limits. 

During the data collection phase of research into the high school–university transition in chemistry, my attention was caught by one comment that quite literally stated, “Our high school teachers lied to us.”

In part 1 of this series,1 I described how different representations of concepts and theories can be confusing for dualist (“right or wrong”) and concrete operational students.