Chemistry Teaching & Learning: Science or Alchemy?

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Table of Contents

Sensory experiment with respect to teaching and learning
Note-taking and reviewing
Works Cited

Sensory experiment with respect to teaching and learning

At first, it was quite easy to convert the words into the numbers, but as they grew bigger, the conversion has become challenging. Through this experiment, it is possible to see what your brain is capable of doing and what its informational capacity is. Johnstone writes that the “working space” processes that lead to memorizing of information and its storage in the long-term memory are limited (Johnstone 261). To remember something, a person to think and rearrange information. However, due to the limited capabilities, the brain cannot manage the excessive quantity of information, as the result, a person fails to memorize.

As the outcomes of the experiment demonstrate, the efficient learning implies the ability to discern the key points in texts. In this particular case, it is true that the less is more.

Information processing model

The external events and objects are first perceived by the human consciousness. The perceived information then is exposed to the interpretation and rearranging processes. At this stage, the information is prepared to be placed in the long-term memory storage where it is kept, and from where it can be retrieved by demand. From the memory storage, the data can be retrieved through the thinking and interpretation processes, i.e. when inference needs to be made, or it can pass these processes and be perceived as a sudden flashback.

Curve of best fit: Complexity of Questions vs. Correctness of Answers

Difficult means unfamiliar. The students tend to match and arrange the new information according to the knowledge they already have. The knowledge thus is formed in a certain pattern. However, in this way the learned things may be prone to misinterpretation. The development of the ability to comprehend new knowledge the way it enriches and expands the mind is crucial in the learning process.

As Johnstone observes, the skill of making notes supports remembering and helps the students to pass their exams successfully (Johnstone 265). The students need to understand which style of learning is best for them and design the appropriate learning plans to improve their performance.

Note-taking and reviewing

Accurate and complete note-taking leads to success in learning. When I make note, I try to abstract the lectures’ crucial points without missing any important thing that may contribute to the total comprehension of the subject. Then, it is important to question oneself. Working with the perceived information through questions, inference, and deduction helps to absorb new material and operate it later on.

Repetition supports memorizing as well. It is good to reread the notes once in a while, i.e. once a week. In this way, the new information will be understood better. And repetition also helps to detect and correct the previous mistakes.

Commandments of Learning

Understand what learning style is best for you. Are you a visual, auditory, or kinesthetic learner? For example, I understand the visual information well. Therefore, my learning plan will be based on this.
Do not try to remember everything. Emphasize the important elements in readings. As soon as the crucial ideas are grasped, one becomes capable of making the sound arguments in the field of the learned knowledge.
Make notes, and organize them in a consistent and readable manner. Poor organization provokes confusion.
Repetition facilitates comprehension.
It is better to begin studying from the themes you find difficult and then move to the things that are easier to understand – there will be less stress and more efficiency.
Your attitude is essential. When a person finds studying exciting rather than daunting, learning becomes a motivated and creative process.

Works Cited

Johnstone, Alex. “Chemistry Teaching ̶ Science or Alchemy?” Journal of Chemical Education 74.3 (1997): 262-268. Print.

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Chemistry Teaching & Learning: Science or Alchemy?

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