Historical Material in Macro-Micro Thinking: Conceptual Change in Chemistry Education and the History of Chemistry

In addition to teaching about science and the nature of science, historical approaches in chemistry education can be used to promote conceptual change concerning micro–macro relationships. Furthermore, historical approaches provide a pool of ideas for learning contexts and for storytelling. In this chapter, we present an overview about the historical development of micro–macro thinking. Parallels to students’ conceptions are pointed out to give hints for the design of teaching material. Results of teaching experiments are presented, using historical approaches to initiate the students’ discussions and reflections about their own concepts.

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