Chemistry education : best practices, opportunities and trends

著者

• Garcia-Martinez, Javier
• Serrano-Torregrosa, Elena
• Atkins, Peter

書誌事項

Chemistry education : best practices, opportunities and trends

edited by Javier García-Martínez and Elena Serrano-Torregrosa ; with a foreword by Peter Atkins

Wiley-VCH, c2015

• : print

注記

Includes bibliographical references and index

Also published electronically

内容説明・目次

内容説明

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.

目次

Foreword XXI Preface XXV List of Contributors XXXIII Part I: Chemistry Education: A Global Endeavour 1 1 Chemistry Education and Human Activity 3 Peter Mahaffy 1.1 Overview 3 1.2 Chemistry Education and Human Activity 3 1.3 A Visual Metaphor: Tetrahedral Chemistry Education 4 1.4 Three Emphases on Human Activity in Chemistry Education 5 Acknowledgments 23 References 24 2 Chemistry Education That Makes Connections: Our Responsibilities 27 Cathy Middlecamp 2.1 What This Chapter Is About 27 2.2 Story #1: Does This Plane Have Wings? 28 2.3 Story #2: Coaching Students to "See" the Invisible 30 2.4 Story #3: Designing Super-Learning Environments for Our Students 34 2.5 Story #4: Connections to Public Health (Matthew Fisher) 37 2.6 Story #5: Green Chemistry Connections (Richard Sheardy) 39 2.7 Story #6: Connections to Cardboard (Garon Smith) 41 2.8 Story #7:Wisdom from the Bike Trail 44 2.9 Conclusion: The Responsibility to "Connect the Dots" 46 References 48 3 The Connection between the Local Chemistry Curriculum and Chemistry Terms in the Global News: The Glocalization Perspective 51 Mei-Hung Chiu and Chin-Cheng Chou 3.1 Introduction 51 3.2 Understanding Scientific Literacy 52 3.3 Introduction of Teaching Keywords-Based Recommendation System 55 3.4 Method 56 3.5 Results 57 3.6 Concluding Remarks and Discussion 65 3.7 Implications for Chemistry Education 68 Acknowledgment 70 References 70 4 Changing Perspectives on the Undergraduate Chemistry Curriculum 73 Martin J. Goedhart 4.1 The Traditional Undergraduate Curriculum 73 4.2 A Call for Innovation 74 4.3 Implementation of New Teaching Methods 78 4.4 A Competency-Based Undergraduate Curriculum 83 4.5 Conclusions and Outlook 92 References 93 5 Empowering Chemistry Teachers' Learning: Practices and New Challenges 99 Jan H. van Driel and Onno de Jong 5.1 Introduction 99 5.2 Chemistry Teachers' Professional Knowledge Base 102 5.3 Empowering Chemistry Teachers to Teach Challenging Issues 107 5.4 New Challenges and Opportunities to Empower Chemistry Teachers' Learning 113 5.5 Final Conclusions and Future Trends 116 References 118 6 Lifelong Learning: Approaches to Increasing the Understanding of Chemistry by Everybody 123 John K. Gilbert and Ana Sofia Afonso 6.1 The Permanent Significance of Chemistry 123 6.2 Providing Opportunities for the Lifelong Learning of Chemistry 123 6.3 The Content and Presentation of Ideas for Lifelong Chemical Education 129 6.4 Pedagogy to Support Lifelong Learning 131 6.5 Criteria for the Selection of Media for Lifelong Chemical Education 133 6.6 Science Museums and Science Centers 133 6.7 Print Media: Newspapers and Magazines 134 6.8 Print Media: Popular Books 135 6.9 Printed Media: Cartoons, Comics, and Graphic Novels 136 6.10 Radio and Television 140 6.11 Digital Environments 141 6.12 Citizen Science 143 6.13 An Overview: Bringing About Better Opportunities for Lifelong Chemical Education 144 References 146 Part II: Best Practices and Innovative Strategies 149 7 Using Chemistry Education Research to Inform Teaching Strategies and Design of Instructional Materials 151 Renee Cole 7.1 Introduction 151 7.2 Research into Student Learning 153 7.3 Connecting Research to Practice 154 7.4 Research-Based Teaching Practice 165 7.5 Implementation 171 7.6 Continuing the Cycle 172 References 174 8 Research on Problem Solving in Chemistry 181 George M. Bodner 8.1 Why Do Research on Problem Solving? 181 8.2 Results of Early Research on Problem Solving in General Chemistry 184 8.3 What About Organic Chemistry 186 8.4 The "Problem-Solving Mindset" 192 8.5 An Anarchistic Model of Problem Solving 193 8.6 Conclusion 199 References 200 9 Do Real Work, Not Homework 203 Brian P Coppola 9.1 Thinking About Real Work 203 9.2 Attributes of Real Work 209 9.3 Learning from Real Work 239 9.4 Conclusions 245 Acknowledgments 247 References 247 10 Context-Based Teaching and Learning on School and University Level 259 Ilka Parchmann, Karolina Broman, Maike Busker, and Julian Rudnik 10.1 Introduction 259 10.2 Theoretical and Empirical Background for Context-Based Learning 260 10.3 Context-Based Learning in School: A Long Tradition with Still Long Ways to Go 261 10.4 Further Insights Needed: An On-Going Empirical Study on the Design and Effects of Learning from Context-Based Tasks 263 10.5 Context-Based Learning on University Level: Goals and Approaches 269 10.6 Conclusions and Outlook 275 References 276 11 Active Learning Pedagogies for the Future of Global Chemistry Education 279 Judith C. Poe 11.1 Problem-Based Learning 280 11.2 Service-Learning 290 11.3 Active Learning Pedagogies 296 11.4 Conclusions and Outlook 297 References 297 12 Inquiry-Based Student-Centered Instruction 301 Ram S. Lamba 12.1 Introduction 301 12.2 Inquiry-Based Instruction 303 12.3 The Learning Cycle and the Inquiry-Based Model for Teaching and Learning 304 12.4 Information Processing Model 308 12.5 Possible Solution 308 12.6 Guided Inquiry Experiments for General Chemistry: Practical Problems and Applications Manual 310 12.7 Assessment of the Guided-Inquiry-Based Laboratories 314 12.8 Conclusions 316 References 317 13 Flipping the Chemistry Classroom with Peer Instruction 319 Julie Schell and Eric Mazur 13.1 Introduction 319 13.2 What Is the Flipped Classroom? 320 13.3 How to Flip the Chemistry Classroom 325 13.4 Flipping Your Classroom with Peer Instruction 329 13.5 Responding to Criticisms of the Flipped Classroom 339 13.6 Conclusion: The Future of Education 341 Acknowledgments 341 References 341 14 Innovative Community-Engaged Learning Projects: From Chemical Reactions to Community Interactions 345 Claire McDonnell 14.1 The Vocabulary of Community-Engaged Learning Projects 345 14.2 CBL and CBR in Chemistry 349 14.3 Benefits Associated with the Adoption of Community-Engaged Learning 353 14.4 Barriers and Potential Issues When Implementing Community-Engaged Learning 360 14.5 Current and Future Trends 364 14.6 Conclusion 366 References 367 15 The Role of Conceptual Integration in Understanding and Learning Chemistry 375 Keith S. Taber 15.1 Concepts, Coherence, and Conceptual Integration 375 15.2 Conceptual Integration and Coherence in Science 381 15.3 Conceptual Integration in Learning 385 15.4 Conclusions and Implications 390 References 392 16 Learners Ideas, Misconceptions, and Challenge 395 Hans-Dieter Barke 16.1 Preconcepts and School-Made Misconceptions 395 16.2 Preconcepts of Children and Challenge 396 16.3 School-Made Misconceptions and Challenge 396 16.4 Best Practice to Challenge Misconceptions 415 16.5 Conclusion 419 References 419 17 The Role of Language in the Teaching and Learning of Chemistry 421 Peter E. Childs, Silvija Markic, and Marie C. Ryan 17.1 Introduction 421 17.2 The History and Development of Chemical Language 423 17.3 The Role of Language in Science Education 428 17.4 Problems with Language in the Teaching and Learning of Chemistry 430 17.5 Language Issues in Dealing with Diversity 437 17.6 Summary and Conclusions 441 References 442 Further Reading 445 18 Using the Cognitive Conflict Strategy with Classroom Chemistry Demonstrations 447 Robert (Bob) Bucat 18.1 Introduction 447 18.2 What Is the Cognitive Conflict Teaching Strategy? 448 18.3 Some Examples of Situations with Potential to Induce Cognitive Conflict 449 18.4 Origins of the Cognitive Conflict Teaching Strategy 451 18.5 Some Issues Arising from A Priori Consideration 453 18.6 A Particular Research Study 455 18.7 The Logic Processes of Cognitive Conflict Recognition and Resolution 459 18.8 Selected Messages from the Research Literature 461 18.9 A Personal Anecdote 465 18.10 Conclusion 466 References 467 19 Chemistry Education for Gifted Learners 469 Manabu Sumida and Atsushi Ohashi 19.1 The Gap between Students' Images of Chemistry and Research Trends in Chemistry 469 19.2 The Nobel Prize in Chemistry from 1901 to 2012: The Distribution and Movement of Intelligence 470 19.3 Identification of Gifted Students in Chemistry 472 19.4 Curriculum Development and Implementation of Chemistry Education for the Gifted 477 19.5 Conclusions 484 References 486 20 Experimental Experience Through Project-Based Learning 489 Jens Josephsen and Soren Hvidt 20.1 Teaching Experimental Experience 489 20.2 Instruction Styles 492 20.3 Developments in Teaching 494 20.4 New Insight and Implementation 498 20.5 The Chemistry Point of View Revisited 511 20.6 Project-Based Learning 512 References 514 21 The Development of High-Order Learning Skills in High School Chemistry Laboratory: "Skills for Life" 517 Avi Hofstein 21.1 Introduction: The Chemistry Laboratory in High School Setting 517 21.2 The Development of High-Order Learning Skills in the Chemistry Laboratory 519 21.3 From Theory to Practice: How Are Chemistry Laboratories Used? 522 21.4 Emerging High-Order Learning Skills in the Chemistry Laboratory 523 21.5 Summary, Conclusions, and Recommendations 532 References 535 22 Chemistry Education Through Microscale Experiments 539 Beverly Bell, John D. Bradley, and Erica Steenberg 22.1 Experimentation at the Heart of Chemistry and Chemistry Education 539 22.2 Aims of Practical Work 540 22.3 Achieving the Aims 540 22.4 Microscale Chemistry Practical Work - "The Trend from Macro Is Now Established" 541 22.5 Case Study I: Does Scale Matter? Study of a First-Year University Laboratory Class 542 22.6 Case Study II: Can Microscale Experimentation Be Used Successfully by All? 543 22.7 Case Study III: Can Quantitative Practical Skills Be Learned with Microscale Equipment? 544 22.8 Case Study IV: Can Microscale Experimentation Help Learning the Scientific Approach? 554 22.9 Case Study V: Can Microscale Experimentation Help to Achieve the Aims of Practical Work for All? 555 22.10 Conclusions 559 References 559 Part III: The Role of New Technologies 563 23 Twenty-First Century Skills: Using theWeb in Chemistry Education 565 Jan Apotheker and Ingeborg Veldman 23.1 Introduction 565 23.2 How Can These New Developments Be Used in Education? 567 23.3 MOOCs (Massive Open Online Courses) 572 23.4 Learning Platforms 574 23.5 Online Texts versus Hard Copy Texts 575 23.6 Learning Platforms/Virtual Learning Environment 577 23.7 The Use of Augmented Reality in (In)Formal Learning 579 23.8 The Development of Mighty/Machtig 580 23.9 The Evolution of MIGHT-y 580 23.10 Game Play 581 23.11 Added Reality and Level of Immersion 582 23.12 Other Developments 586 23.13 Molecular City in the Classroom 587 23.14 Conclusion 593 References 593 24 Design of Dynamic Visualizations to Enhance Conceptual Understanding in Chemistry Courses 595 Jerry P. Suits 24.1 Introduction 595 24.2 Advances in Visualization Technology 598 24.3 Dynamic Visualizations and Student's Mental Model 603 24.4 Simple or Realistic Molecular Animations? 607 24.5 Continuous or Segmented Animations? 608 24.6 Individual Differences and Visualizations 609 24.7 Simulations: Interactive, Dynamic Visualizations 611 24.8 Conclusions and Implications 615 Acknowledgments 616 References 616 25 Chemistry Apps on Smartphones and Tablets 621 Ling Huang 25.1 Introduction 621 25.2 Operating Systems and Hardware 625 25.3 Chemistry Apps in Teaching and Learning 626 25.4 Challenges and Opportunities in Chemistry Apps for Chemistry Education 646 25.5 Conclusions and Future Perspective 647 References 649 26 E-Learning and Blended Learning in Chemistry Education 651 Michael K. Seery and Christine O'Connor 26.1 Introduction 651 26.2 Building a Blended Learning Curriculum 652 26.3 Cognitive Load Theory in Instructional Design 654 26.4 Examples from Practice 655 26.5 Conclusion: Integrating Technology Enhanced Learning into the Curriculum 665 References 666 27 Wiki Technologies and Communities: New Approaches to Assessing Individual and Collaborative Learning in the Chemistry Laboratory 671 Gwendolyn Lawrie and Lisbeth Grondahl 27.1 Introduction 671 27.2 Shifting Assessment Practices in Chemistry Laboratory Learning 672 27.3 Theoretical and Learning Design Perspectives Related to Technology-Enhanced Learning Environments 675 27.4 Wiki Learning Environments as an Assessment Platform for Students' Communication of Their Inquiry Laboratory Outcomes 678 27.5 Practical Examples of the Application of Wikis to Enhance Laboratory Learning Outcomes 681 27.6 Emerging Uses of Wikis in Lab Learning Based on Web 2.0 Analytics And Their Potential to Enhance Lab Learning 684 27.7 Conclusion 688 References 689 28 New Tools and Challenges for Chemical Education: Mobile Learning, Augmented Reality, and Distributed Cognition in the Dawn of the Social and Semantic Web 693 Harry E. Pence, Antony J.Williams, and Robert E. Belford 28.1 Introduction 693 28.2 The Semantic Web and the Social Semantic Web 694 28.3 Mobile Devices in Chemical Education 702 28.4 Smartphone Applications for Chemistry 706 28.5 Teaching Chemistry in a Virtual and Augmented Space 708 28.6 The Role of the Social Web 717 28.7 Distributed Cognition, Cognitive Artifacts, and the Second Digital Divide 721 28.8 The Future of Chemical Education 726 References 729 Index 735

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詳細情報

• NII書誌ID(NCID): BB22129180
• ISBN:
  • 9783527336050
• 出版国コード: gw
• タイトル言語コード: eng
• 本文言語コード: eng
• 出版地: Weinheim
• ページ数/冊数: xxxvii, 754 p.
• 大きさ: 25 cm
• 分類:
  • DC23 : 540.71
  • NDLC : PA37
• 件名:
  • LCSH : Chemistry -- Study and teaching