Evolutionary Paradigm Shift in the Instructional Strategies of Chemical Concepts

Sibananda Sana1,  Chandan Adhikary2 & K.N. Chattopadhyay3

1Department of Chemistry, Government Training College, Hooghly-712103, West Bengal, India

2Department of Chemistry, Institute of Education (P.G.) For Women, Chandernagore, Hooghly-712138, West Bengal, India

3Department of Education, The University of Burdwan, Golapbag, Burdwan-713104, West Bengal, India. Email: knc_bu@yahoo.co.in

    Volume 8, Number 1, 2018 I Full Text PDF


The ‘triplet’ design of the chemical concepts comprising macro, sub-micro and symbolic dimensions are the backbone of chemistry. The disciplinary evolution of chemistry as an independent discipline from chemical myths and magic to today’s chemistry had brought a radical changes in all aspects pertaining to theories, practices and applications. The newly evolved chemical concepts and technological growth in education greatly influenced the instructional strategies in a paradigm way from ancient traditional ‘chalk and talk’ instructional method to the current multimedia mediated teaching learning processes. In this article we are to analyze how these radical changes in the instructional strategies of the chemical concepts help to comprehend abstract chemical thoughts meaningfully.

Keywords: Chemical concepts, Triplet design, Macro, Sub-micro and Symbolic dimensions, Transformation of instructional strategies.

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