A number of approaches have been introduced to initiate what has been termed ‘active learning’. These approaches include peer instruction, concept question, discussion, discovery laboratories, team assignments and ‘minute’ essays. Exploring the effectiveness of conceptual change text oriented instruction based on analogies is one of the main ideas, if not the main idea of this study.
To harness and overcome the misconceptions of undergraduate chemistry students, will in this case relate new information to the student’s real world experiences (Thiele & Treagust, 1994). According to literature all these experiences are embedded in embodied conceptions (Niebert, Marsch, & Treagust, 2012; Niebert & Gropengiesser, 2013). The on-going research is based on these emerging theories, thereby encouraging students recognise errors in conceptions in coordination chemistry, reject those conceptions, and adopt new conceptions that are in line with and accepted by the scientific environments.