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This article reviews a range of literature that details methodologies used in the teaching of the periodic table and its underpinning principles to students, with the majority of participants in the reviewed studies being 14-to 16-year-olds. Summaries of the methods employed are presented alongside the main findings of the articles reviewed. The review focuses on educational games and context-based teaching, which were the most common themes encountered in the literature surveyed.
The consensus was that such approaches lead to increased student engagement and enjoyment, with positive effects on attainment in comparison with traditional teaching methods. The aim of this review is to providea guide for teachers that offers advice that can be applied to teaching the periodic table in the classroom in a manner that supports long-term learning around concepts, rather than simple rote memorisation.
