Core Ideas and Topics: Building Up or Drilling Down?

Melanie M. Cooper ^[1] ; Lynmarie A. Posey ^[1] ; Sonia M. Underwood ^[2]
1. [1] Michigan State University
  
  Michigan State University
  
  City of East Lansing, Estados Unidos
2. [2] Florida International University
  
  Florida International University
  
  Estados Unidos
Localización: Journal of chemical education, ISSN 0021-9584, Vol. 94, Nº 5, 2017, págs. 541-548
Idioma: inglés
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Resumen
- In this paper we discuss how and why core ideas can serve as the framework upon which chemistry curricula and assessment items are developed. While there are a number of projects that have specified “big ideas” or “anchoring concepts”, the ways that these ideas are subsequently developed may inadvertently lead to fragmentation of knowledge, rather than construction of a coherent, contextualized framework. We present four core ideas that emerged as a consequence of a transformation effort at our institution and discuss the relationships between core ideas and more recognizable topics in the context of a general chemistry course. We show how commonly taught topics can be supported and developed on the basis of the core ideas and discuss why this approach can lead to a more expert-like framework upon which students can build their future understanding.