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Exploring Adaptations of the VisChem Approach: Advancements and Anchors toward Particle-Level Explanations
Meng-Yang Matthew Wu1, Ellen J Yezierski1
1Department of Chemistry and Biochemistry, Miami University, Oxford, Ohio 45056, United States.
Journal of Chemical Education
|July 9, 2025
Summary
Professional development for high school chemistry teachers shows some uptake of particle-level concepts, but struggles with explaining processes. Addressing teaching traditions and standards is key for improving chemistry conceptual understanding.
Area of Science:
- Chemistry Education Research
- Science Teacher Professional Development
Background:
- Next Generation Science Standards (NGSS) reform chemistry education.
- Professional development (PD) design often overlooks factors hindering effective PD uptake and fidelity.
- Teaching traditions and imprecisions in standards can impede student understanding of particle-level chemistry.
Purpose of the Study:
- Investigate the uptake and fidelity of the VisChem Institute PD program.
- Analyze how high school chemistry teachers translate PD content into lesson plans.
- Identify factors influencing the accurate implementation of particle-level explanations in chemistry instruction.
Main Methods:
- Collected and analyzed learning designs (lesson plans) from 2020 (N=20) and 2021 (N=15) VisChem Institute cohorts.
- Utilized ontological analysis to examine interpretations of evidence, models, and symbolic heuristics.
- Assessed the fidelity of PD translation in participants' instructional materials.
Main Results:
- Participants' lesson plans showed uptake of particle-level concepts.
- Descriptions focused more on molecular-level species than on explaining relevant processes.
- Ontological analysis suggested distortions in translating the VisChem approach due to interpretations of evidence and symbolic heuristics.
Conclusions:
- While PD can introduce particle-level thinking, fidelity challenges remain in explaining chemical processes.
- Addressing underlying assumptions about evidence, models, and explanations is crucial for effective PD.
- Recommendations are provided for improving chemistry instruction and research at secondary and undergraduate levels.
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