Investigating classroom myths through research on teaching and learning

著者

• Bunce, Diane M.
• American Chemical Society. Division of Chemical Education

書誌事項

Investigating classroom myths through research on teaching and learning

Diane M. Bunce, editor ; sponsored by the ACS Division of Chemical Education

（ACS symposium series, 1074）

American Chemical Society , Distributed in print by Oxford University Press, c2011

注記

Includes bibliographical references and indexes

内容説明・目次

内容説明

This book is meant to be a companion volume for the ACS Symposium Series Book entitled Nuts and Bolts of Chemical Education Research. In the Nuts and Bolts book (edited by Diane M. Bunce and Renee Cole), readers were presented with information on how to conduct quality chemical education research. In the Myth book, exemplars of chemical education research are featured. In the cases where the chapter in the book is describing research that has already been published (typically in the Journal of Chemical Education), additional information is provided either in terms of research questions investigated that were not reported in the published article or background information on decisions made in the research that helped the investigation. The main focus of this type of discussion is to engage the reader in the reality of doing chemical education research including a discussion of the authors' motivation. It is expected that these two books could be used as textbooks for graduate chemical education courses showing how to do chemical education research and then providing examples of quality research.

目次

• 1. Myths: What Are They and How Can We Challenge Them?
• Diane M. Bunce
• 2. How Long Do Students Retain Knowledge after Taking a General Chemistry Test?
• Diane M. Bunce and Jessica R. VandenPlas
• 3. Student-Prepared Formula Sheets in General Chemistry: Do They Help or Hinder Learning?
• Jessica R. VandenPlas, Jack Barbera, Ky Mickelsen, and Ashton Hjerstedt
• 4. "Content Coverage" in a Lecture Format versus Activity-Based Instruction
• Maria T. Oliver-Hoyo
• 5. Development and Refinement of a Research Study Assessing Student Attention in General Chemistry
• Kelly Y. Neiles, Elizabeth A. Flens, Diane M. Bunce, and Michael Ferguson
• 6. Teaching Chemistry with Visualizations: What's the Research Evidence?
• Vickie M. Williamson
• 7. "These Kids Can't Do Inquiry," Another Urban Legend
• Patrick L. Daubenmire, Donald J. Wink, and Adam Tarnoff
• 8. Do Students Learn Chemistry Content in Accelerated Summer Courses?
• Mildred V. Hall, Linda A. Wilson, and Michael J. Sanger
• 9. General Chemistry Student Surveys: Longitudinal Data about Which Factors Helped Students Learn
• Norbert J. Pienta
• 10. Using Item Response Theory To Identify and Address Difficult Topics in General Chemistry
• Kimberly D. Schurmeier, Carrie G. Shepler, Gary J. Lautenschlager, and Charles H. Atwood
• 11. All Assessment Materials Are Not Created Equal: The Myths about Instrument Development, Validity, and Reliability
• Jack Barbera and Jessica R. VandenPlas
• 12. Assessing Conceptual versus Algorithmic Knowledge: Are We Engendering New Myths in Chemical Education?
• Thomas Holme and Kristen Murphy
• 13. Diverse Methodologies Used To Challenge Myths
• Jessica R. VandenPlas and Diane M. Bunce
• Editor's Biography
• Indexes

「Nielsen BookData」 より

詳細情報

• NII書誌ID(NCID): BB09896389
• ISBN:
  • 9780841226593
• LCCN: 2011035065
• 出版国コード: us
• タイトル言語コード: eng
• 本文言語コード: eng
• 出版地: Washington, DC,[New York]
• ページ数/冊数: viii, 231 p.
• 大きさ: 24 cm
• 分類:
  • LCC : QD40
  • DC23 : 540.71
• 件名:
  • LCSH : Chemistry -- Study and teaching -- Research -- Congresses
• 親書誌ID:
  • BA00073096