In this issue, we will look at how the Benzene Ring Heuristic (BRH) can be used as a pedagogical tool for communicating practices of science.
What is the Benzene Ring Heuristic?
The BRH consolidates the epistemic, cognitive and social-institutional components of science in a simple, iconic and visual model that is an accessible tool for pedagogical purposes.
It not only provides a useful analogy given its relation to the benzene molecule but also help educators go beyond the limitations of conceptualising science as a step-wise and linear process.
A significant contribution of this heuristic is that science process skills (such as measuring, observing, predicting, inferring, communicating etc.) that are fundamentally different aspects of science are no longer isolated but included in the same illustration by showing their interactions within other practices of science. In other words, it creates a more dynamic connection between practices of science that are embedded in the three spheres of activity.
How can the BRH be incorporated in a Chemistry class?
Using BRH as a guide in incorporating practices of science in our lessons, let us think about how the real-world context of diapers can be used to bring about the conceptual understanding of hydrogen bonding.
Here are some ideas for you to choose from to help kick-start your lesson planning:
Activities
Demonstration/trigger activity where water disappeared in an “empty” cup (place hydrogel in this cup)
Investigating the effect of addition of NaCl to hydrogel
Real-world
Students can be introduced to the presence of hydrogel in diapers/firefighting (BARRICADE gel)
Prediction
Where did the water go to in the diaper?
What happens when NaCl is added to diapers that have already absorbed water?
Explanation
Get students to construct claims to explain their predictions. Claims that students might make:
E.g. Hydrogen bonds are formed between hydrogel and water molecules
E.g. The material in the diaper reacts with the water to produce ____
Model/data
Get students to make observations (collecting data) and propose models to justify their claims
e.g. A diagram illustrating the the hydrogen bonds between hydrogel polymer and water molecules. They can justify this claim by adding NaCl. If their claim is true, the addition of NaCl will result in a loss of water from the hydrogel since water is no longer able to form hydrogen bonds with the hydrogel
Here, educators could incorporate practices of science such as modelling and argumentation via various activities. One possible way to go about doing so is as shown below:
Educator can produce a set of claims and a set of evidence statements that could support or refute the claims
Get students to discuss which evidence supports which claim
Alternative models can also be included to help explain why water disappears in the diaper
**Do note that there is no particular order that you need to follow - the BRH is a holistic approach to representing practices of science**
Here is an additional resource from which you can draw inspiration from and cater to your needs.
How would your lesson be like? Is the BRH a useful tool in guiding you to incorporate practices of science while instilling the desired attitudes and skills of the 21st century in our students? Or perhaps, you might have other lesson ideas through which you want to bring about different concepts in Chemistry.
Do share your feedback/ideas with us and we will pass it on to our teaching fraternity!
Comments