Bridging Theory and Practice: Application of Constructivist Tenets to the Teaching of Reaction Stoichiometry

Abstract

Active engagement of the learner with the learning environment, focusing on the learner rather than teacher, and acknowledging (as well as challenging) learners’ understanding/intellectual development are useful pedagogical strategies that can facilitate meaningful learning of reaction stoichiometry. In consonance with this fact, constructivist believed that students must play active roles in their learning if it is to occur deeply, endure, be enjoyable, and transfer to contexts beyond the classroom. Constructivism as a theory of learning is still gaining popularity as a new paradigm for learning science. Yet translating a theory of learning into a theory of teaching (before it can be operationalized) has proven to be quite difficult for teachers. This paper provides helpful insight into how constructivist instruction can be implemented when teaching reaction stoichiometry.

Keywords: stoichiometric problems, problem-solving instruction, constructivist tenets, constructivism.