Scientific models and the modeling process are two important components within chemistry education. However, the terms used to describe models and modelling throughout the literature are inconsistent. This research project was developed in an attempt to create a unified common language to be used while discussing models and modeling in chemistry discipline based education research. To begin, a literature review was conducted. Relevant terms used by researchers to describe models were cataloged. Common themes among the relevant data were noted and a common language was developed around these central concepts. This common language included purposes of models, characteristics of models, types of models, components of models, forms of models, model development, and the modeling process. Following the literature review, a textbook analysis was performed to compare models and modeling in common chemistry texts to the literature. As the first portion of the textbook review, explicit statements about the purposes and characteristics of models, and the modeling process were recorded and compared to the common language developed based on the literature review. The second portion of the textbook review focused on forms of representation within models. Textbooks were surveyed and the forms of each model were recorded based on the common language. This review was conducted for general chemistry, organic chemistry, and physical chemistry textbooks, allowing for the comparison of models across subject areas. Multiple editions of the same textbook were also reviewed to compare changes in statements about modeling over time. <br/>

Models and modeling in chemical education: Literature and textbook review

255th National Meeting (2018)

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