Adapting a Core-Idea Centered Undergraduate General Chemistry Curriculum for Use in High School

• Ryan L. Stowe ^[1] ; Deborah G. Herrington ^[2] ; Robert L. McKay ^[1] ; Melanie M. Cooper ^[1]
  1. [1] Michigan State University

     Michigan State University

     City of East Lansing, Estados Unidos

     
  2. [2] Grand Valley State University

     Grand Valley State University

     Charter Township of Allendale, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 96, Nº 7, 2019, págs. 1318-1326
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Connecting the behavior of invisible (to the naked eye) particles governed by the principles of quantum mechanics to the world we can see and touch requires a host of inferences, almost none of which can be extrapolated from experience. Molecular-level sensemaking thus relies upon intellectual resources that must be developed in large part by formal learning environments. Over a decade of research at the college-level indicates that centering instruction around scaffolded progressions of core ideas can help students cultivate, organize, and use their disciplinary knowledge to explain and model a range of phenomena. Informed by this literature, we have adapted a core-idea centered, evidence-based undergraduate general chemistry curriculum for use in high school. Our adaptation process, which was a collaborative effort between researchers and classroom teachers, is described in detail with emphasis on alignment between the Next Generation Science Standards and our materials. Efforts reported here represent a first-in-class model for high school curriculum development wherein conceptual progressions developed and validated at the college level form the basis for high school coursework.