Theoretical approach to the problem of macro-micro relationships in secondary chemistry teaching: a proposal based on observation and inference

The aim of the present study, of elucidative and argumentative nature, is to propose a first draft for a theoretical approach towards establishing well-founded explanatory relationships between the micro and macro levels of chemical knowledge. The establishment of such an aim is done taking into account that “levels” in chemistry are usually regarded as the cause of many misconceptions among secondary students. We first examine the recent literature of chemistry education addressing the “macro-micro problem”. We then redefine that problem, using the aid of the philosophy of science and the specific philosophy of chemistry, in terms of observations and inferences. We draw attention to the theoretical-empirical, explanatory-descriptive, abstract-concrete, general-factual nature of chemical concepts in science education. Finally, we derive some instructional guidelines that intend to be coherent with currently established knowledge in chemistry education research. We indicate some clues for the design of instructional sequences, laboratory practices, and technology-mediated teaching activities that follow the spirit of our theoretical approach.