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Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 2, Article 4 (Dec., 2018) |
The role of anthropomorphisms in students' reasoning about chemical structure and bonding
Ilana A. MANNEH*，1, Karim M. HAMZA1, Carl-Johan RUNDGREN1, and Lars ERIKSSON2
1Department of Mathematics and Science Education
Stockholm University
SE-106 91 Stockholm, SWEDEN*Corresponding Author's E-mail: ilana.manneh@mnd.su.se
Karim M. HAMZA's E-mail: karim.hamza@mnd.su.se
Carl-Johan RUNDGREN's E-mail: carl-johan.rundgren@mnd.su.se
2Department of materials and environmental chemistry
Stockholm University
SE-106 91 Stockholm, SWEDENE-mail: lars.eriksson@mmk.su.se
Received 1 Jul., 2018
Revised 20 Dec., 2018
Contents
Anthropomorphisms are widespread at all levels of the educational system even among science experts. This has led to a shift in how anthropomorphisms are viewed in science education, from a discussion of whether they should be allowed or avoided towards an interest in their role in supporting students' understanding of science. In this study we examine the role of anthropomorphisms in supporting students' understanding of chemistry. We analyze examples from undergraduate students' discussions during problem-solving classes through the use of practical epistemology analysis (PEA). Findings suggest that students invoked anthropomorphisms alongside technical relations which together produced more or less chemically appropriate explanations. Also, anthropomorphisms constitute potentially productive points of departure for rendering students' explanations more chemically appropriate. The implications of this study refer to the need to deal with anthropomorphisms explicitly and repeatedly as well as to encourage explicit connections between different parts of the explanation - teleological as well as causal.
Keywords: Anthropomorphism, chemical bonding, chemistry education, explanations
