Didaktik Models in Chemistry Education

Jesper Sjöström, Ingo Eilks, Vicente Talanquer

Research output: Contribution to journalArticlepeer-review

20 Scopus citations


The decisions and actions that chemistry educators make regarding why, what, how, and when to teach certain content or implement a specific instructional activity are often guided, but also constrained, by explicit or implicit "didaktik models". These types of models direct our attention and actions when designing curricula, planning for instruction, or assessing the learning process. They also give educators a professional language when talking or reflecting about teaching and learning. When used systematically, didaktik models support the implementation of research-based instructional practices and are helpful in the professional development of educators. In this essay, we describe, analyze, and discuss the nature and utility of didaktik models in chemistry education and argue that it is critical for chemistry educators to recognize and reflect on the types of models that guide their work.

Original languageEnglish (US)
Pages (from-to)910-915
Number of pages6
JournalJournal of Chemical Education
Issue number4
StatePublished - Apr 14 2020


  • Curriculum
  • History/Philosophy
  • Professional Development

ASJC Scopus subject areas

  • General Chemistry
  • Education


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