Mastery,insight, and the teaching of chemistry

The learning of chemistry is described as a process analogous to the process of making chemical discoveries. Historical examples are given to show how chemists have used their insight to break out of a conceptual loop in order to advance the science. Having the insight to make the intuitive leap necessary to break a conceptual loop is as important as having the mastery of the pertinent facts. As in making chemical discoveries, learning elementary chemistry requires developing insight as well as acquiring mastery of the facts. However, current general chemistry teaching tends to teach facts first and insight later. Suggestions for improving this situation so that insight and facts are learned together are given. Finally, the nature of insight is probed more deeply and presented as a two-step process where the first step is an evaluation of the perceptions about science which are held. Once the student, teacher, or researcher has a clear evaluation of the validity of the perceptions that he or she holds, further significant progress toward understanding or scientific discovery is possible.