"Do I have to memorize all the chemical formulas?" — Why children with developmental disabilities struggle with chemical formulas and tips for memorization
"No matter how many times I make them write it, H₂O doesn't come out," or "They should have memorized the element symbols, but they can't write them at all when it comes to chemical formulas."—.
Chemical formulas, which appear in second-year junior high school science, are a unit that can easily become a major hurdle for children with developmental disabilities or learning disabilities (LD). Even if you memorize them together every day, they are back to a blank slate the next morning. When days like that continue, you might find yourself wanting to say, "Try harder."
However, there is a clear reason deeply related to developmental characteristics as to why they cannot memorize chemical formulas. It is not because they "lack motivation" or "haven't practiced enough."
In this article, I will explain the reasons for this and specific teaching methods you can try at home starting today.
What you will learn in this article
Why children with developmental disabilities stumble over chemical formulas
Tips for teaching and encouraging based on their characteristics
How to continue repeated practice without strain
Why children with developmental disabilities stumble over chemical formulas
Chemical formulas (H₂O, CO₂, NaCl, etc.) are symbolic expressions that represent substances using a combination of letters and numbers. They first appear in the second year of junior high school and become the foundation for subsequent science studies. Because they do not have "visible meaning in their shape" like kanji, they present unique hurdles for children with developmental characteristics.
The reasons for stumbling differ depending on the child's characteristics.
For children with LD: Symbols become "meaningless shapes"
Children with LD (learning disabilities) who have difficulty with phonological processing may find it hard to connect the letter "H" with the word "hydrogen" through sound. The alphabet enters their head as "meaningless symbols," and even if they memorize them by rote, they do not stick. If they have dyslexia, the distinction between uppercase and lowercase letters, such as the N and a in Na, also becomes an extra burden.
For children with ADHD: Working memory crashes when information is layered
Chemical formulas have a unique "hierarchical structure."
Memorizing element symbols (H = hydrogen, O = oxygen)
Memorizing chemical formulas (H₂O = water)
Memorizing chemical reaction equations (2H₂ + O₂ → 2H₂O)
It is necessary to stack and process these three layers of information, but children with ADHD often have challenges with working memory (the ability to temporarily hold information while working), so even if they can say the element symbols, the previous information is easily lost at the chemical formula stage. "I should have memorized it just a moment ago," yet they cannot write it—this is not a matter of attention, but because the simultaneous load of information processing is too high.
For children with ASD: It is hard to memorize if they cannot understand "why this symbol"
Children with ASD (Autism Spectrum Disorder) tend to have difficulty retaining information unless they understand the meaning behind the rules. In some cases, they can easily retain information if you teach them the origins, such as "H is the first letter of Hydrogen" or "Na comes from the Latin Natrium."
*There are individual differences in developmental disability characteristics. The above is just one tendency.
Tips for teaching and encouraging children who are not good at chemical formulas are
Step 1: "Automate" only the 5 most frequently used element symbols
Before diving into chemical formulas, ensure the 5 most frequently used element symbols are completely mastered.
H (Hydrogen), O (Oxygen), C (Carbon), N (Nitrogen), Na (Sodium)
Create flashcards with the element symbol on the front and the element name plus a simple illustration on the back. By using three entry points: "Look → Say out loud → Write", it becomes easier to retain information through visual, auditory, or kinesthetic channels.
Example of encouragement: "Just these 5 today. If you can say them all, you've cleared it!"
Step 2: Connect element symbols to "actual objects"
Next, connect chemical formulas to concrete, everyday objects.
H₂O → Show them water from a faucet and say, "2 H's and 1 O make this water."
CO₂ → Show them bubbles in carbonated water and say, "1 C and 2 O's make this fizzy gas."
When abstract symbols are linked to concrete objects, chemical formulas, which were just "strings of letters," gain meaning. For children with ASD, adding the origin, such as "H is the first letter of Hydrogen," provides additional memory hooks.
Step 3: "Break down" chemical formulas and write them on paper
To reduce the load on working memory, have them break down chemical formulas into parts on paper.
Na (Sodium) + Cl (Chlorine) → Sodium Chloride (Salt)
Complete the steps of "Element name → Element symbol → Chemical formula" entirely on paper, and do not require them to assemble it in their heads. Simply "getting the information out" significantly reduces the burden on working memory.
Step 4: Repeat with "questions from different angles"
If you just have them write the same chemical formula over and over, it tends to become "procedural memory" without meaning. Change the angle of the questions to balance understanding and memorization.
"Try writing water as a chemical formula."
"What are the types and numbers of atoms contained in H₂O?"
"What substance is made from hydrogen and oxygen?"
Example of encouragement: Praising not just the answer, but the steps along the way, helps maintain focus. "You wrote the element symbol! Now let's try turning it into a chemical formula."
It is enough to just choose one step that seems doable and try it out. Rather than doing it perfectly every day, finding a way to keep it going is more important.
Summary
Symbols and sounds do not connect (LD): Connect sounds and meanings using visual images and origin information
Working memory load (ADHD): Break down the steps from element symbols to chemical formulas and externalize them by writing them on paper
Cannot accept the rules of symbols (ASD): Create your own rules based on the origins of element names
Bored with repetition: Repeat by changing the angle of the questions
To parents who find it difficult to teach every day
To put the measures introduced so far into practice, it places a considerable burden on parents, such as preparing flashcards, devising questions, and judging the timing for praise. Honestly, continuing this every day is very difficult.
For those people, I would like you to refer to the home learning digital teaching material "Tenjin".
In a study using Tenjin, the results presented at the Japanese Academy of Learning Disabilities showed that the visual working memory task scores of all target children improved by using it for just 10 minutes once a week for 3 months. I mentioned earlier that "children with ADHD have challenges with working memory," and this working memory is essential for memorizing chemical formulas. Tenjin is designed to work on that very foundation.
Yasuhiko Yamauchi, a leading expert in education for children with disabilities (Representative Director of the Association for Growth Support of Children with Disabilities), also recommends it, saying, "It is the teaching material I recommend the most.".
With Tenjin, you learn science units in the flow of Lecture → Points → Problem Practice. Lectures use animation to visually explain concepts. Because they are short and compact, they are designed to be easy for children who have trouble maintaining concentration to work on until the end. Since you can check the approximate time required on the table of contents screen, it is easy to plan ahead before starting is also a key point.
Problems are displayed one per screen, and you proceed to the next question after confirming the answer. When you get it right, audio saying "Genius!" or "Amazing!" plays, and a sense of accomplishment accumulates. When you get it wrong, hints are displayed automatically.
"Thanks to the read-aloud function, I can study on my own. Since the content follows the textbook, it seems easy to understand." — From the post-Tenjin experience survey
"My children can't keep their concentration, but with the read-aloud function, they were able to stay focused!" — From the post-Tenjin experience survey
Regardless of the school's progress, you can start from your child's current level. For children who are not good at reading, there is an optional "voice read-aloud function", which allows them to work while listening to the problem text, hints, and explanations, all through audio.
Currently, Tenjin is offering a free trial. We will deliver a PC dedicated to the trial for free, so you can consider it after actually checking how your child operates it. A credit card is not required, and we will not strongly push for a purchase after the trial. With the PC version, you can experience all grades and all subjects for preschool, elementary, and junior high school.
A study conducted by Associate Professor Harumi Sakamoto of R Medical Professional University (Ph.D. in Medicine, specialist in developmental disabilities) on children with developmental disabilities includes the following report.
"We saw dramatic changes, such as a child who lacked confidence in everything showing the motivation to say 'I want to take lessons' just one month after starting Tenjin. The confidence of 'I did it!' leads not only to learning motivation but also to the motivation to take on challenges in sports and daily life—in other words, 'independence'."
— Associate Professor Harumi Sakamoto, R Medical Professional University
*Effects vary by individual. However, the possibility that a small success experience like 'I was able to write one chemical formula' can be the first step toward self-esteem is open to every child.
→ Click here for Tenjin free trial and material request
https://www.tenjin.cc/lp/wp/hattatsu-s-02-price/
Frequently Asked Questions
Q. I'm worried because the one-time purchase price is high, can I just try it out first?
A. Yes, you can get a free trial just by requesting materials. The trial is completely free, and no credit card registration is required. We will not strongly push for a purchase after the trial. Detailed pricing is included with the materials (it is a one-time purchase type starting from approximately 2,750 yen per subject per month). Once purchased, siblings can also use it at no additional cost.
Q. My child is in the gray zone, will Tenjin be a good fit?
A. Tenjin can be widely used by children with various characteristics. It is not about whether there is a diagnosis, but whether it fits your child's current way of learning. Please start by checking your child's reaction with a free trial.
Q. Can I learn the chemical formula unit in the junior high school version of Tenjin?
A. Yes, it supports junior high school science. It covers the units of chemical formulas and chemical reaction equations, and you can work on both lecture videos and problem exercises. It is also possible to start from a previous grade level according to your child's current progress.
This article was created by the Tenjin Media Editorial Department. There are individual differences in the characteristics of developmental disabilities. If you have any concerns regarding learning, please also consider consulting a specialized institution.