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By Gardner M.

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If the students are not always aware of the clear distinction between the different models and the purpose of comparing them they can tend to mix the 21 EILKS, RAUCH, RALLE & HOFSTEIN central ideas of the different models. They form ‘hybrid-models’ which can hinder a clear understanding of today’s most accepted explanation (Justi & Gilbert, 2002; Eilks, 2012). That means if the students are not sufficiently motivated, not taught clearly enough and if time is too short for comprehension a contention with different models can hinder learning far more than it will help the students to better sharpen their understanding.

G. a contexxt on “food” provokes queestions whichh answers leads to certain chhemical knowlledge. This knowledge k is elaborated uppon in a varietyy of ways, unttil the questioons are answerred. The elabooration of a coontext on burninng will use som me of this knoowledge and pproduce some more. As conntext after contexxt are exploreed, more know wledge is built up, and whhenever elemeents of a basic cconcept emergge, they are reeflected and uused for system matic organisinng of the acquired knowledgee.

As conntext after contexxt are exploreed, more know wledge is built up, and whhenever elemeents of a basic cconcept emergge, they are reeflected and uused for system matic organisinng of the acquired knowledgee. As a result, the structure oof the curricullum is not in pparallel to the strructure of the discipline. A different loggical structuree of the conteent forms itself starting from m different coontext, via dde-contextualissed pieces off theory, towardds networked bbasic conceptss (Figure 5).

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