Learning with understanding in the chemistry classroom
Active learning Chemistry sähkökirjat
Springer
2014
EISBN 9789400743663
Constructing active learning in chemistry: concepts, cognition and conceptions / Keith S. Taber.
The development of theoretical frameworks for understanding the learning of chemistry / Gail Chittleborough.
Linking the macro with the submicro levels of chemistry: demonstrations and experiments that can contribute to active/meaningful/conceptual learning / Georgios Tsaparlis.
Challenging myths about teaching and learning chemistry / Diane M. Bunce.
The learning of chemistry: the key role of working memory Norman Reid.
Educational models and differences between groups of 16-year-old students in gender, motivation, and achievement in chemistry / Iztok Devetak and Saša A. Glažar.
Twenty-five years of experience with interactive instruction in chemistry / George M. Bodner, Patricia A. Metz and Kirsten Lowrey Casey.
Problem solving through cooperative learning in the chemistry classroom / Liberato Cardellini.
The learning company approach to promote active chemistry learning: examples and experiences from lower secondary education in Germany / Torsten Witteck, Katharina Beck, Bettina Most, Stephen Kienast and Ingo Eilks.
Teaching chemistry conceptually / Vickie M. Williamson.
Students' achievement in learning chemistry through the design and construction approach to laboratory activity and the relation with their prior achievements and motivation to learn / Margareta Vrtačnik, Kristina Sodja and Mojca Juriševič.
Contexts as learning catalysts for students and teachers: approaches and exemplary results from the projects Chemie im Kontext and CHEMOL / Ilka Parchmann, Nina Dunker and Wiebke Endres.
How does level of guidance affect understanding when students use a dynamic simulation of liquid-vapor equilibrium? / Sevil Akaygun and Loretta L. Jones.
Evaluation of the predict-observe-explain instructional strategy to enhance students' understanding of redox reactions / David F. Treagust, Zuzi Mthembu and A.L. Chandrasegaran.
Application of case study and role-playing in forensic chemistry and analytical chemistry education: students', graduates' and teachers' points of view / Iwona Maciejowska, Renata Wietecha-Posłuszny, Michał Woźniakiewicz and Paweł Kościelniak.
Fostering active chemistry learning in Thailand: toward a learner-centered student experiences / Richard K. Coll, Chanyah Dahsah, Sanoe Chairam and Ninna Jansoon.
Active learning in computerized chemical education environments / Yehudit Judy Dori, Miriam Barak and Miriam Carmi.
Prospective chemistry teachers' use of student-centered learning during their teaching practicum / Vesna Ferk Savec and Katarina S. Wissiak Grm.
This volume offers a critical examination of a variety of conceptual approaches to teaching and learning chemistry in the classroom. Presenting up-to-date research and theory and featuring contributions by respected academics on several continents, it explores ways of making chemical knowledge meaningful and relevant to students as well as strategies for effectively communicating the core concepts essential for developing a robust understanding of the subject. Structured in three sections, the contents deal first with teaching and learning chemistry, discussing general issues and pedagogical strategies using macro, sub-micro and symbolic representations of chemical concepts. Researchers also describe new and productive teaching strategies. The second section examines specific approaches that foster learning with understanding, focusing on techniques such as cooperative learning, laboratory activities, multimedia simulations, and role-playing. The final part of the book details learner-centered active chemistry learning methods, active computer-aided learning, and trainee chemistry teachers` use of student-centered learning during their pre-service education. Comprehensive and highly relevant, this new publication makes a significant contribution to the continuing task of making chemistry classes engaging and effective.
The development of theoretical frameworks for understanding the learning of chemistry / Gail Chittleborough.
Linking the macro with the submicro levels of chemistry: demonstrations and experiments that can contribute to active/meaningful/conceptual learning / Georgios Tsaparlis.
Challenging myths about teaching and learning chemistry / Diane M. Bunce.
The learning of chemistry: the key role of working memory Norman Reid.
Educational models and differences between groups of 16-year-old students in gender, motivation, and achievement in chemistry / Iztok Devetak and Saša A. Glažar.
Twenty-five years of experience with interactive instruction in chemistry / George M. Bodner, Patricia A. Metz and Kirsten Lowrey Casey.
Problem solving through cooperative learning in the chemistry classroom / Liberato Cardellini.
The learning company approach to promote active chemistry learning: examples and experiences from lower secondary education in Germany / Torsten Witteck, Katharina Beck, Bettina Most, Stephen Kienast and Ingo Eilks.
Teaching chemistry conceptually / Vickie M. Williamson.
Students' achievement in learning chemistry through the design and construction approach to laboratory activity and the relation with their prior achievements and motivation to learn / Margareta Vrtačnik, Kristina Sodja and Mojca Juriševič.
Contexts as learning catalysts for students and teachers: approaches and exemplary results from the projects Chemie im Kontext and CHEMOL / Ilka Parchmann, Nina Dunker and Wiebke Endres.
How does level of guidance affect understanding when students use a dynamic simulation of liquid-vapor equilibrium? / Sevil Akaygun and Loretta L. Jones.
Evaluation of the predict-observe-explain instructional strategy to enhance students' understanding of redox reactions / David F. Treagust, Zuzi Mthembu and A.L. Chandrasegaran.
Application of case study and role-playing in forensic chemistry and analytical chemistry education: students', graduates' and teachers' points of view / Iwona Maciejowska, Renata Wietecha-Posłuszny, Michał Woźniakiewicz and Paweł Kościelniak.
Fostering active chemistry learning in Thailand: toward a learner-centered student experiences / Richard K. Coll, Chanyah Dahsah, Sanoe Chairam and Ninna Jansoon.
Active learning in computerized chemical education environments / Yehudit Judy Dori, Miriam Barak and Miriam Carmi.
Prospective chemistry teachers' use of student-centered learning during their teaching practicum / Vesna Ferk Savec and Katarina S. Wissiak Grm.
This volume offers a critical examination of a variety of conceptual approaches to teaching and learning chemistry in the classroom. Presenting up-to-date research and theory and featuring contributions by respected academics on several continents, it explores ways of making chemical knowledge meaningful and relevant to students as well as strategies for effectively communicating the core concepts essential for developing a robust understanding of the subject. Structured in three sections, the contents deal first with teaching and learning chemistry, discussing general issues and pedagogical strategies using macro, sub-micro and symbolic representations of chemical concepts. Researchers also describe new and productive teaching strategies. The second section examines specific approaches that foster learning with understanding, focusing on techniques such as cooperative learning, laboratory activities, multimedia simulations, and role-playing. The final part of the book details learner-centered active chemistry learning methods, active computer-aided learning, and trainee chemistry teachers` use of student-centered learning during their pre-service education. Comprehensive and highly relevant, this new publication makes a significant contribution to the continuing task of making chemistry classes engaging and effective.
