Chemistry is a subject that requires the active engagement of students in order to facilitate their learning and progress. To achieve this, effective teaching and learning plays a crucial role. Both teaching and learning are complex processes, and the best teachers use different methods to teach the various aspects of the curriculum. In this article, we'll explore different models of teaching and the principles at the heart of good teaching and learning.
Direct Interactive Teaching
One of the most common teaching methods is direct interactive teaching, where the teacher is in control of the learning activities. This method can be highly engaging and stimulate the students, as it allows the teacher to infuse their passion for the subject. Direct interactive teaching is most effective when explaining tasks, questioning students to promote learning, and summarizing learning objectives. However, it is important to avoid talking too much, as this can detract from the effectiveness of the lesson.
Constructing Meaning
In the constructing meaning model, learners arrive at a deeper understanding of a subject by re-thinking their existing ideas in light of new information. This approach works best when students are given the opportunity to discuss and argue. However, it requires the teacher to have a good understanding of the students' current level of understanding and the ability to provide the right level of cognitive conflict. The teacher must also be able to resolve any conflict in a way that leads to better understanding, rather than confusion.
Using Models Models pl
ay a crucial role in teaching science, as they help us visualize things that are difficult to observe directly. In chemistry, this could be due to the size or speed of the subject. However, it's important for students to understand that all models have limitations and to have regular opportunities to critique and improve them. Using models can be an effective way for students to construct meaning.
Enquiry Models: Deductive and Inductive
In the enquiry model, students find things out for themselves, with the process taking priority over the answer. There are two types of enquiry models: deductive and inductive. In the deductive model, the teacher provides a hypothesis, which the students test by collecting data. In the inductive model, students collect data first and then generate a hypothesis. The inductive model is more challenging, as it requires more creative thought, and is closely related to the constructing meaning model.
Assessment for Learning (AfL)
Assessment for Learning (AfL) is a process of seeking and interpreting evidence to match teaching to the student's learning needs. To do this, the teacher needs to ask three simple questions: Where is the student in their learning? Where does the student need to go next? How is the best way to get there? AfL encourages students to take ownership of their learning, as it provides them with precise feedback on their progress.
In conclusion, effective teaching and learning in chemistry requires the use of a variety of strategies and techniques, from direct interactive teaching to enquiry models and Assessment for Learning (AfL). It's essential to understand the underlying principles at the heart of good teaching and learning, such as engaging students and providing precise feedback, in order to achieve the best outcomes for students.