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Author: Björn Risch
Publisher: Waxmann Verlag
ISBN: 3830972962
Category : Education
Languages : en
Pages : 400
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Book Description
As teachers we often tend to expect other countries to teach chemistry in much the same way as we do, but educational systems differ widely. At Bielefeld University we started a project to analyse the approach to chemical education in different countries from all over the world: Teaching Chemistry around the World. 25 countries have participated in the project. The resulting country studies are presented in this book. This book may be seen as a contribution to make the structure of chemistry teaching in numerous countries more transparent and to facilitate communication between these countries. Especially in the case of the school subject chemistry, which is very unpopular on the one hand and occupies an exceptional position on the other hand – due to its relevance to jobs and everyday life and most notably due to its importance for innovation capacity and problem solving – we have to learn from each others’ educational systems.
Author: Björn Risch
Publisher: Waxmann Verlag
ISBN: 3830972962
Category : Education
Languages : en
Pages : 400
Get Book
Book Description
As teachers we often tend to expect other countries to teach chemistry in much the same way as we do, but educational systems differ widely. At Bielefeld University we started a project to analyse the approach to chemical education in different countries from all over the world: Teaching Chemistry around the World. 25 countries have participated in the project. The resulting country studies are presented in this book. This book may be seen as a contribution to make the structure of chemistry teaching in numerous countries more transparent and to facilitate communication between these countries. Especially in the case of the school subject chemistry, which is very unpopular on the one hand and occupies an exceptional position on the other hand – due to its relevance to jobs and everyday life and most notably due to its importance for innovation capacity and problem solving – we have to learn from each others’ educational systems.
Author: Ingo Eilks
Publisher: Springer
ISBN: 9463001751
Category : Education
Languages : en
Pages : 390
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Book Description
This book is aimed at chemistry teachers, teacher educators, chemistry education researchers, and all those who are interested in increasing the relevance of chemistry teaching and learning as well as students' perception of it. The book consists of 20 chapters. Each chapter focuses on a certain issue related to the relevance of chemistry education. These chapters are based on a recently suggested model of the relevance of science education, encompassing individual, societal, and vocational relevance, its present and future implications, as well as its intrinsic and extrinsic aspects. “Two highly distinguished chemical educators, Ingo Eilks and AviHofstein, have brought together 40 internationally renowned colleagues from 16 countries to offer an authoritative view of chemistry teaching today. Between them, the authors, in 20 chapters, give an exceptional description of the current state of chemical education and signpost the future in both research and in the classroom. There is special emphasis on the many attempts to enthuse students with an understanding of the central science, chemistry, which will be helped by having an appreciation of the role of the science in today’s world. Themes which transcend all education such as collaborative work, communication skills, attitudes, inquiry learning and teaching, and problem solving are covered in detail and used in the context of teaching modern chemistry. The book is divided into four parts which describe the individual, the societal, the vocational and economic, and the non-formal dimensions and the editors bring all the disparate leads into a coherent narrative, that will be highly satisfying to experienced and new researchers and to teachers with the daunting task of teaching such an intellectually demanding subject. Just a brief glance at the index and the references will convince anyone interested in chemical education that this book is well worth studying; it is scholarly and readable and has tackled the most important issues in chemical education today and in the foreseeable future.” – Professor David Waddington, Emeritus Professor in Chemistry Education, University of York, United Kingdom
Author: Vânia Zuin
Publisher: Royal Society of Chemistry
ISBN: 1782625364
Category : Education
Languages : en
Pages : 329
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Book Description
Educating the next generation of chemists about green chemistry issues, such as waste minimisation and clean synthesis, is vital for environmental sustainability. This book enables green issues to be taught from the underlying principles of all chemistry courses rather than in isolation. Chapters contributed by green chemistry experts from across the globe, with experience in teaching at different academic levels, provide a coherent overview of possible approaches to incorporate green chemistry into existing curriculums. Split into three sections, the book first introduces sustainability and green chemistry education , before focussing on high school green chemistry education initiatives and green chemistry education at undergraduate and post-graduate levels. Useful laboratory experiments and in-class activities to aid teaching are included. This book is a valuable resource for chemical educators worldwide who wish to integrate green chemistry into chemical education in a systematic and holistic way. It is also of interest to anyone wanting to learn more about the different approaches adopted around the world in sustainability education.
Author: Mei-Hung Chiu
Publisher: Springer Science & Business Media
ISBN: 9400748604
Category : Science
Languages : en
Pages : 352
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Book Description
This edited volume of papers from the twenty first International Conference on Chemical Education attests to our rapidly changing understanding of the chemistry itself as well as to the potentially enormous material changes in how it might be taught in the future. Covering the full range of appropriate topics, the book features work exploring themes as various as e-learning and innovations in instruction, and micro-scale lab chemistry. In sum, the 29 articles published in these pages focus the reader’s attention on ways to raise the quality of chemistry teaching and learning, promoting the public understanding of chemistry, deploying innovative technology in pedagogy practice and research, and the value of chemistry as a tool for highlighting sustainability issues in the global community. Thus the ambitious dual aim achieved in these pages is on the one hand to foster improvements in the leaching and communication of chemistry—whether to students or the public, and secondly to promote advances in our broader understanding of the subject that will have positive knock-on effects on the world’s citizens and environment. In doing so, the book addresses (as did the conference) the neglect suffered in the chemistry classroom by issues connected to globalization, even as it outlines ways to bring the subject alive in the classroom through the use of innovative technologies.
Author: Ingo Eilks
Publisher: Springer Science & Business Media
ISBN: 9462091404
Category : Education
Languages : en
Pages : 336
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Book Description
This book focuses on developing and updating prospective and practicing chemistry teachers’ pedagogical content knowledge. The 11 chapters of the book discuss the most essential theories from general and science education, and in the second part of each of the chapters apply the theory to examples from the chemistry classroom. Key sentences, tasks for self-assessment, and suggestions for further reading are also included. The book is focused on many different issues a teacher of chemistry is concerned with. The chapters provide contemporary discussions of the chemistry curriculum, objectives and assessment, motivation, learning difficulties, linguistic issues, practical work, student active pedagogies, ICT, informal learning, continuous professional development, and teaching chemistry in developing environments. This book, with contributions from many of the world’s top experts in chemistry education, is a major publication offering something that has not previously been available. Within this single volume, chemistry teachers, teacher educators, and prospective teachers will find information and advice relating to key issues in teaching (such as the curriculum, assessment and so forth), but contextualised in terms of the specifics of teaching and learning of chemistry, and drawing upon the extensive research in the field. Moreover, the book is written in a scholarly style with extensive citations to the literature, thus providing an excellent starting point for teachers and research students undertaking scholarly studies in chemistry education; whilst, at the same time, offering insight and practical advice to support the planning of effective chemistry teaching. This book should be considered essential reading for those preparing for chemistry teaching, and will be an important addition to the libraries of all concerned with chemical education. Dr Keith S. Taber (University of Cambridge; Editor: Chemistry Education Research and Practice) The highly regarded collection of authors in this book fills a critical void by providing an essential resource for teachers of chemistry to enhance pedagogical content knowledge for teaching modern chemistry. Through clever orchestration of examples and theory, and with carefully framed guiding questions, the book equips teachers to act on the relevance of essential chemistry knowledge to navigate such challenges as context, motivation to learn, thinking, activity, language, assessment, and maintaining professional expertise. If you are a secondary or post-secondary teacher of chemistry, this book will quickly become a favorite well-thumbed resource! Professor Hannah Sevian (University of Massachusetts Boston)
Author:
Publisher: APH Publishing
ISBN: 9788131302385
Category :
Languages : en
Pages : 244
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Book Description
Author: Billie Eilam
Publisher: Springer
ISBN: 3319065262
Category : Science
Languages : en
Pages : 338
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Book Description
This book examines the diverse use of visual representations by teachers in the science classroom. It contains unique pedagogies related to the use of visualization, presents original curriculum materials as well as explores future possibilities. The book begins by looking at the significance of visual representations in the teaching of science. It then goes on to detail two recent innovations in the field: simulations and slowmation, a process of explicit visualization. It also evaluates the way teachers have used different diagrams to illustrate concepts in biology and chemistry. Next, the book explores the use of visual representations in culturally diverse classrooms, including the implication of culture for teachers’ use of representations, the crucial importance of language in the design and use of visualizations and visualizations in popular books about chemistry. It also shows the place of visualizations in the growing use of informal, self-directed science education. Overall, the book concludes that if the potential of visualizations in science education is to be realized in the future, the subject must be included in both pre-service and in-service teacher education. It explores ways to develop science teachers’ representational competence and details the impact that this will have on their teaching. The worldwide trend towards providing science education for all, coupled with the increased availability of color printing, access to personal computers and projection facilities, has lead to a more extensive and diverse use of visual representations in the classroom. This book offers unique insights into the relationship between visual representations and science education, making it an ideal resource for educators as well as researchers in science education, visualization and pedagogy.
Author: Andrea Schumacher
Publisher: Logos Verlag Berlin GmbH
ISBN: 383253976X
Category :
Languages : en
Pages : 315
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Book Description
Ein angemessenes Verständnis über Naturwissenschaften stellt eine Schlüsselkomponente naturwissenschaftlicher Grundbildung dar. Für die entsprechende unterrichtliche Gestaltung spielen die Vorstellungen der Lehrkräfte über Naturwissenschaften eine entscheidende Rolle und anwendbares Meta-Wissen gilt als zu erreichende Qualifikation im Lehramtsstudium. Im vorliegenden Forschungsprojekt wird im Rahmen von qualitativen Studien erhoben, welche Vorstellungen Lehramtsstudierende über `Chemie als Naturwissenschaft' besitzen und wie die Studierenden unterstützt werden können, ein fundiertes Verständnis zu entwickeln und dieses praktisch zu transformieren. Auf Grundlage der Ergebnisse wird ein Modul für die Lehrerbildung entwickelt, das den Weg bereitet, authentisch (über) Chemie zu unterrichten. An adequate understanding about science represents one key component of scientific literacy. Teachers' conceptions about science play a crucial role for the design of appropriate lessons and applicable meta-knowledge is considered as a qualification to be achieved during university teacher education. In this thesis, qualitative studies are conducted to evaluate which pre-conceptions about `chemistry as a science' teacher students possess and how students can be supported in developing an informed understanding as well as in practically transforming it. On the basis of the results a module for teacher education is developed which paves the way for authentic chemistry teaching.
Author: Ilka Parchmann
Publisher: Royal Society of Chemistry
ISBN: 1788015088
Category : Education
Languages : en
Pages : 299
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Book Description
Many projects in recent years have applied context-based learning and engagement tools to the fostering of long-term student engagement with chemistry. While empirical evidence shows the positive effects of context-based learning approaches on students' interest, the long-term effects on student engagement have not been sufficiently highlighted up to now. Edited by respected chemistry education researchers, and with contributions from practitioners across the world, Engaging Learners with Chemistry sets out the approaches that have been successfully tested and implemented according to different criteria, including informative, interactive, and participatory engagement, while also considering citizenship and career perspectives. Bringing together the latest research in one volume, this book will be useful for chemistry teachers, researchers in chemistry education and professionals in the chemical industry seeking to attract students to careers in the chemical sector.
Author: Yehudit Judy Dori
Publisher: Royal Society of Chemistry
ISBN: 1839167955
Category : Education
Languages : en
Pages : 481
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Book Description
Education is always evolving, and most recently has shifted to increased online or remote learning. Digital Learning and Teaching in Chemistry compiles the established and emerging trends in this field, specifically within the context of learning and teaching in chemistry. This book shares insights about five major themes: best practices for teaching and learning digitally, digital learning platforms, virtual visualisation and laboratory to promote learning in science, digital assessment, and building communities of learners and educators. The authors are chemistry instructors and researchers from nine countries, contributing an international perspective on digital learning and teaching in chemistry. While the chapters in this book span a wide variety of topics, as a whole, they focus on using technology and digital platforms as a method for supporting inclusive and meaningful learning. The best practices and recommendations shared by the authors are highly relevant for modern chemistry education, as teaching and learning through digital methods is likely to persist. Furthermore, teaching chemistry digitally has the potential to bring greater equity to the field of chemistry education in terms of who has access to quality learning, and this book will contribute to that goal. This book will be essential reading for those working in chemical education and teaching. Yehudit Judy Dori is internationally recognised, formerly Dean of the Faculty of Education of Science and Technology at the Technion Israel Institute of Technology and won the 2020 NARST Distinguished Contributions to Science Education through Research Award–DCRA for her exceptional research contributions. Courtney Ngai and Gabriela Szteinberg are passionate researchers and practitioners in the education field. Courtney Ngai is the Associate Director of the Office of Undergraduate Research and Artistry at Colorado State University. Gabriela Szteinberg serves as Assistant Dean and Academic Coordinator for the College of Arts and Sciences at Washington University in St. Louis.
