Chemistry Education E-Book

• Herausgeber: Wiley-VCH
• Kategorie: Wissenschaft und neue Technologien
• Sprache: Englisch

Seitenzahl: 1524

Veröffentlichungsjahr: 2015

Beschreibung

Winner of the CHOICE Outstanding Academic Title 2017 Award

This comprehensive collection of top-level contributions provides a thorough review of the vibrant field of chemistry education. Highly-experienced chemistry professors and education experts cover the latest developments in chemistry learning and teaching, as well as the pivotal role of chemistry for shaping a more sustainable future.

Adopting a practice-oriented approach, the current challenges and opportunities posed by chemistry education are critically discussed, highlighting the pitfalls that can occur in teaching chemistry and how to circumvent them. The main topics discussed include best practices, project-based education, blended learning and the role of technology, including e-learning, and science visualization.

Hands-on recommendations on how to optimally implement innovative strategies of teaching chemistry at university and high-school levels make this book an essential resource for anybody interested in either teaching or learning chemistry more effectively, from experience chemistry professors to secondary school teachers, from educators with no formal training in didactics to frustrated chemistry students.

Leseprobe

Table of Contents

Cover

Related Titles

Title Page

Copyright

Foreword

Preface

The Science of Teaching and Learning Chemistry

List of Contributors

Part I: Chemistry Education: A Global Endeavour

Chapter 1: Chemistry Education and Human Activity

1.1 Overview

1.2 Chemistry Education and Human Activity

1.3 A Visual Metaphor: Tetrahedral Chemistry Education

1.4 Three Emphases on Human Activity in Chemistry Education

1.5 Teaching and Learning from Rich Contexts

Acknowledgments

References

Chapter 2: Chemistry Education That Makes Connections: Our Responsibilities

2.1 What This Chapter Is About

2.2 Story #1: Does This Plane Have Wings?

2.3 Story #2: Coaching Students to “See” the Invisible

2.4 Story #3: Designing Super-Learning Environments for Our Students

2.5 Story #4: Connections to Public Health (Matthew Fisher)

2.6 Story #5: Green Chemistry Connections (Richard Sheardy)

2.7 Story #6: Connections to Cardboard (Garon Smith)

2.8 Story #7: Wisdom from the Bike Trail

2.9 Conclusion: The Responsibility to “Connect the Dots”

References

Chapter 3: The Connection between the Local Chemistry Curriculum and Chemistry Terms in the Global News: The Glocalization Perspective

3.1 Introduction

3.2 Understanding Scientific Literacy

3.3 Introduction of Teaching Keywords-Based Recommendation System

3.4 Method

3.5 Results

3.6 Concluding Remarks and Discussion

3.7 Implications for Chemistry Education

Acknowledgment

References

Chapter 4: Changing Perspectives on the Undergraduate Chemistry Curriculum

4.1 The Traditional Undergraduate Curriculum

4.2 A Call for Innovation

4.3 Implementation of New Teaching Methods

4.4 A Competency-Based Undergraduate Curriculum

4.5 Conclusions and Outlook

References

Chapter 5: Empowering Chemistry Teachers' Learning: Practices and New Challenges

5.1 Introduction

5.2 Chemistry Teachers' Professional Knowledge Base

5.3 Empowering Chemistry Teachers to Teach Challenging Issues

5.4 New Challenges and Opportunities to Empower Chemistry Teachers' Learning

5.5 Final Conclusions and Future Trends

References

Chapter 6: Lifelong Learning: Approaches to Increasing the Understanding of Chemistry by Everybody

6.1 The Permanent Significance of Chemistry

6.2 Providing Opportunities for the Lifelong Learning of Chemistry

6.3 The Content and Presentation of Ideas for Lifelong Chemical Education

6.4 Pedagogy to Support Lifelong Learning

6.5 Criteria for the Selection of Media for Lifelong Chemical Education

6.6 Science Museums and Science Centers

6.7 Print Media: Newspapers and Magazines

6.8 Print Media: Popular Books

6.9 Printed Media: Cartoons, Comics, and Graphic Novels

6.10 Radio and Television

6.11 Digital Environments

6.12 Citizen Science

6.13 An Overview: Bringing About Better Opportunities for Lifelong Chemical Education

References

Part II: Best Practices and Innovative Strategies

Chapter 7: Using Chemistry Education Research to Inform Teaching Strategies and Design of Instructional Materials

7.1 Introduction

7.2 Research into Student Learning

7.3 Connecting Research to Practice

7.4 Research-Based Teaching Practice

7.5 Implementation

7.6 Continuing the Cycle

References

Chapter 8: Research on Problem Solving in Chemistry

8.1 Why Do Research on Problem Solving?

8.2 Results of Early Research on Problem Solving in General Chemistry

8.3 What About Organic Chemistry

8.4 The “Problem-Solving Mindset”

8.5 An Anarchistic Model of Problem Solving

8.6 Conclusion

References

Chapter 9: Do Real Work, Not Homework

9.1 Thinking About Real Work

9.2 Attributes of Real Work

9.3 Learning from Real Work

9.4 Conclusions

Acknowledgments

References

Chapter 10: Context-Based Teaching and Learning on School and University Level

10.1 Introduction

10.2 Theoretical and Empirical Background for Context-Based Learning

10.3 Context-Based Learning in School: A Long Tradition with Still Long Ways to Go

10.4 Further Insights Needed: An On-Going Empirical Study on the Design and Effects of Learning from Context-Based Tasks

10.5 Context-Based Learning on University Level: Goals and Approaches

10.6 Conclusions and Outlook

References

Chapter 11: Active Learning Pedagogies for the Future of Global Chemistry Education

11.1 Problem-Based Learning

11.2 Service-Learning

11.3 Active Learning Pedagogies

11.4 Conclusions and Outlook

References

Chapter 12: Inquiry-Based Student-Centered Instruction

12.1 Introduction

12.2 Inquiry-Based Instruction

12.3 The Learning Cycle and the Inquiry-Based Model for Teaching and Learning

12.4 Information Processing Model

12.5 Possible Solution

12.6 Guided Inquiry Experiments for General Chemistry: Practical Problems and Applications Manual

12.7 Assessment of the Guided-Inquiry-Based Laboratories

12.8 Conclusions

References

Chapter 13: Flipping the Chemistry Classroom with Peer Instruction

13.1 Introduction

13.2 What Is the Flipped Classroom?

13.3 How to Flip the Chemistry Classroom

13.4 Flipping Your Classroom with Peer Instruction

13.5 Responding to Criticisms of the Flipped Classroom

13.6 Conclusion: The Future of Education

Acknowledgments

References

Chapter 14: Innovative Community-Engaged Learning Projects: From Chemical Reactions to Community Interactions

14.1 The Vocabulary of Community-Engaged Learning Projects

14.2 CBL and CBR in Chemistry

14.3 Benefits Associated with the Adoption of Community-Engaged Learning

14.4 Barriers and Potential Issues when Implementing Community-Engaged Learning

14.5 Current and Future Trends

14.6 Conclusion

References

Chapter 15: The Role of Conceptual Integration in Understanding and Learning Chemistry

15.1 Concepts, Coherence, and Conceptual Integration

15.2 Conceptual Integration and Coherence in Science

15.3 Conceptual Integration in Learning

15.4 Conclusions and Implications

References

Chapter 16: Learners Ideas, Misconceptions, and Challenge

16.1 Preconcepts and School-Made Misconceptions

16.2 Preconcepts of Children and Challenge

16.3 School-Made Misconceptions and Challenge

16.4 Best Practice to Challenge Misconceptions

16.5 Conclusion

References

Chapter 17: The Role of Language in the Teaching and Learning of Chemistry

17.1 Introduction

17.2 The History and Development of Chemical Language

17.3 The Role of Language in Science Education

17.4 Problems with Language in the Teaching and Learning of Chemistry

17.5 Language Issues in Dealing with Diversity

17.6 Summary and Conclusions

Further Reading

Chapter 18: Using the Cognitive Conflict Strategy with Classroom Chemistry Demonstrations

18.1 Introduction

18.2 What Is the Cognitive Conflict Teaching Strategy?

18.3 Some Examples of Situations with Potential to Induce Cognitive Conflict

18.4 Origins of the Cognitive Conflict Teaching Strategy

18.5 Some Issues Arising from A Priori Consideration

18.6 A Particular Research Study

18.7 The Logic Processes of Cognitive Conflict Recognition and Resolution

18.8 Selected Messages from the Research Literature

18.9 A Personal Anecdote

18.10 Conclusion

References

Chapter 19: Chemistry Education for Gifted Learners

19.1 The Gap between Students' Images of Chemistry and Research Trends in Chemistry

19.2 The Nobel Prize in Chemistry from 1901 to 2012: The Distribution and Movement of Intelligence

19.3 Identification of Gifted Students in Chemistry

19.4 Curriculum Development and Implementation of Chemistry Education for the Gifted

19.5 Conclusions

References

Chapter 20: Experimental Experience Through Project-Based Learning

20.1 Teaching Experimental Experience

20.2 Instruction Styles

20.3 Developments in Teaching

20.4 New Insight and Implementation

20.5 The Chemistry Point of View Revisited

20.6 Project-Based Learning

References

Chapter 21: The Development of High-Order Learning Skills in High School Chemistry Laboratory: “Skills for Life”

21.1 Introduction: The Chemistry Laboratory in High School Setting

21.2 The Development of High-Order Learning Skills in the Chemistry Laboratory

21.3 From Theory to Practice: How Are Chemistry Laboratories Used?

21.4 Emerging High-Order Learning Skills in the Chemistry Laboratory

21.5 Summary, Conclusions, and Recommendations

References

Chapter 22: Chemistry Education Through Microscale Experiments*

22.1 Experimentation at the Heart of Chemistry and Chemistry Education

22.2 Aims of Practical Work

22.3 Achieving the Aims

22.4 Microscale Chemistry Practical Work – “The Trend from Macro Is Now Established”

22.5 Case Study I: Does Scale Matter? Study of a First-Year University Laboratory Class

22.6 Case Study II: Can Microscale Experimentation Be Used Successfully by All?