Descriptor
| Chemistry | 1 |
| Cognitive Dissonance | 1 |
| Concept Formation | 1 |
| Energy | 1 |
| High Schools | 1 |
| Kinetic Molecular Theory | 1 |
| Kinetics | 1 |
| Misconceptions | 1 |
| Models | 1 |
| Motion | 1 |
| Science Education | 1 |
| More ▼ | |
Source
| Science Teacher | 1 |
Author
| Schamp, Homer W., Jr. | 1 |
Publication Type
| Guides - Classroom - Teacher | 1 |
| Journal Articles | 1 |
Education Level
Audience
| Practitioners | 1 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedSchamp, Homer W., Jr. – Science Teacher, 1990
Discussed is the idea that models should be taught by emphasizing limitations rather than focusing on their generality. Two examples of gas behavior models are included--the kinetic and static models. (KR)
Descriptors: Chemistry, Cognitive Dissonance, Concept Formation, Energy
