Interdisciplinary Characterizations of Models and the Nature of Chemical Knowledge in the Classroom

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What Teachers of Science Need to Know about Models: An overview (2011, background): “Quoting Schwab’s claim that teaching expertise requires not only content knowledge of a domain but also epistemological knowledge of that domain, Erduran and Duschl ( 2004 ) assert that teachers can develop the capability of transforming scientific knowledge into teachable content only when they app”
The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry (2011, background): “…often use verbal explanations (lecture) and textbook pictures to explain abstract topics either omitting models altogether or failing to properly explain the link between the science concept and the explanatory model (Chittleborough et al., 2005; Erduran & Duschl, 2004; Treagust et al., 2010).”
Students' Ideas about Reaction Rate and its Relationship with Concentration or Pressure (2006, background): “In addition, teachers need some explicit knowledge of the significance of these different modes of representations (Erduran & Duschl, 2004 ) (what might be called “meta‐knowledge” of the domain and representation), and require a range of pedagogical strategies in order to make these links explicit ”