I was incredily lucky to be awarded an RSC CERG teacher-researcher fellowship recently. I will be exploring further an area of chemical education that I find particularly interesting: how we can support students to understand tricky concepts. So I’m using this site to blog my notes and thoughts as I go. I jotted my first set of thoughts down here.

I’m hoping to support my students to understand tricky concepts and make connections between different ideas in Chemistry by using a ‘triangulation worksheet’ to aid metacognition.

The worksheet – and having an eye for these things…

When I wrote the previous post, I had come up with a rather clumsy sheet that I wanted to use with my students. But through the amazing power of Twitter and the wonderful generosity of Oliver Caviglioli, I now have this sheet instead:

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Thank you so much to Oliver for re-designing it for me, and making it much more user-friendly, and easy to navigate.

Exemplars

After I shared my first post, a few people either suggested I should give my students exemplars, so they know how to use the sheet. They also suggested that I share some examples of the sorts of sheets I think my students might produce.

This is a great idea, from a teaching point of view. And it’s also a good idea from my point of view:

  • I need to think about just what it is I’m expecting the students to do!
  • I need to consider what types of connections they might make for each topic.
  • I know that people are generous, and have good ideas, and I’d be really interested to hear them.

I would love to hear people’s thoughts!

So this is the kind of thing I thought I might put together as an example of something we’ve already covered. I would expect them to do diagrams, rather than copy and pasted pics, and I would want some explanatory notes with each section.

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These are some ideas I started to put together for topics that we have coming up.

I would appreciate thoughts for the next ones here. I think the example on the right definitely needs an ionic equation as the symbolic representation. But what about the one on the left? Would the dot/cross diagram be the symbolic representation? The lattice diagram is what we conceptually imagine to explain the high MP on a sub-microscopic scale?

This is a bit trickier… any thoughts?

The same but different? Or am I missing the point and trying to shoe-horn stuff in?

And finally…

Any other ideas? I have a few more examples that I haven’t shared yet… would just like some idea of whether I’m on the right track…

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