1. Models and Modelling in
Chemical Educations
Chemists model both the phenomena they observe (macro level) and the ideas with which they try to explain such phenomena (sub-micro level) by the use of analogy with what they already know.
Representation
Symbolism, chemical language
‘Modelling is so common in chemistry that it has become the dominant way of thinking’

2. Explanations of the natures of substances and of their transformations are essentially abstract.
Molecular models thus became obligatory tools in the study of stereochemistry, properties and reactivity of substances, which, in turns, corroborated the atomic theory.
Computational models
Quantum chemistry-based models

3. Learning models Coming to know the major models produced by chemists
Coming to know the scope and limitations of such models
Appreciating the role of models in the accreditation and dissemination of the products of chemical enquiry
Creating and testing models

4. Models vs. reality Level 1. models as copies of reality.
Correlation between the structure of models and reality.
‘A model is a simplified or schematic representation of reality’
Level 2. models being created for a purpose
Level 3. A model is created to test ideas.
The modeller has an active role in its construction
Models can be tested and changed
Predictivity of models.
- Social (historical) context of models.

5. The use of a diversity of models (at different levels of explanations) for a given reality is generally challenging and confusing for students.
Role of computational model for visualization and representation (ex. Chemical bond, molecular structure…..)

6. The teacher’s perspective Modelling activiities in the class
How the students construct their own mental models?
How these models can be constructively used in class?
How to generate scientific consensus model?

7. Although overabundance of models are generally found in the chemistry textbooks, they usually do not even discuss the meaning of ‘models’.
They tend to present science as a collection of true or complete facts.

8. A model of
modelling

9. Good practice
Explicitly introduce the representational conventions in use
Avoid the use of hybrid models
Provide opportunities for students to develop and test their own models
Introduce the students to the ‘nature of model’
State scope and limitations of the model in use

10. Selected readings