A Cognitive Model for Learning Chemistry and Solving Problems: Implications for Curriculum Design and Classroom Instruction

摘要

A cognitive model for learning is a representation of the mental processes associated with acquiring new knowledge. In order to be maximally effective, teaching needs to be consistent with a valid model for the learning process. A cognitive model for learning chemistry and solving problems is derived from Johnstone's information processing model, the tenets of how people learn, and research on problem solving. The implications of this model for the development of curriculum materials and instructional strategies are described.