Marvin Rost and Prof Tiemann present at the international NARST conference in Baltimore, USA, the results of their study on the role of models for scientific thinking in chemistry.
They can successfully demonstrate in this quantitative study that the novel application of this theoretical approach is sustainable and can serve as a basis for the further development of an approach to mental modelling in chemistry.
How scientifically "think" teacher students in chemistry? Ines Sonnenschein, Ph.D. , Prof. Koenen (TU Munich) and Prof. Tiemann are investigating this question in a recent paper published by Waxmann. In the explorative study, students are observed while conducting several experimental tasks. A coding manual is developed, which provides conclusions about the knowledge processes taking place. The aim is to make typical processes and patterns in the processing of such experimental tasks describable.
They presented the "Tinkering" approach with a practical example and then discussed the conceptual differences and similarities to traditional problem solving approaches with the group.
Prof. Dr. Rüdiger Tiemann
Head of the Chemistry Education Lab
The research program of the Tiemann Chemistry Education Lab has a strong commitment to knowledge acquisition by problem solving. In quantitative studies with technology based tools the focus is on describing, assessing and supporting the fundamental mechanism behind this process.
"We only think when we are confronted with problems."
Combined with the use of experiments and the use of mental models to understand core concepts of Chemistry, the research program empowers the Tiemann Chemistry Education Lab theory driven and empirically founded to investigate students' thinking individually or in classrooms. Alumni group members serve as Professors, for Science Outreach Organizations or as Chemistry Teachers.
The Chemistry Education Lab at Humboldt-University serves more than 100 students at K-12 (Sekundarstufe) and primary level (Primarstufe) each year through a diverse portfolio of theoretical background knowledge and first practical learning experiences.
The professional learning program is designed to improve the skills and competencies in creating innovative learning environments and to learn first teaching experiences. Up to 10 students per year have the chance to finish their studies in T-CEL with a thesis (M.Ed.).