Details

Chemistry Education


Chemistry Education

Best Practices, Opportunities and Trends
1. Aufl.

von: Javier García-Martínez, Elena Serrano-Torregrosa, Peter W. Atkins

196,99 €

Verlag: Wiley-VCH
Format: EPUB
Veröffentl.: 17.02.2015
ISBN/EAN: 9783527679324
Sprache: englisch
Anzahl Seiten: 792

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Beschreibungen

<p><b>Winner of the CHOICE Outstanding Academic Title 2017 Award</b><br /><br />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. <br /><br />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. <br /><br />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.<br /><br /><br /></p>
<p>Foreword XXI</p> <p>Preface XXV</p> <p>List of Contributors XXXIII</p> <p><b>Part I: Chemistry Education: A Global Endeavour 1</b></p> <p><b>1 Chemistry Education and Human Activity 3</b><br /><i>Peter Mahaffy</i></p> <p>1.1 Overview 3</p> <p>1.2 Chemistry Education and Human Activity 3</p> <p>1.3 A Visual Metaphor: Tetrahedral Chemistry Education 4</p> <p>1.4 Three Emphases on Human Activity in Chemistry Education 5</p> <p>Acknowledgments 23</p> <p>References 24</p> <p><b>2 Chemistry Education That Makes Connections: Our Responsibilities 27</b><br /><i>Cathy Middlecamp</i></p> <p>2.1 What This Chapter Is About 27</p> <p>2.2 Story #1: Does This Plane Have Wings? 28</p> <p>2.3 Story #2: Coaching Students to “See” the Invisible 30</p> <p>2.4 Story #3: Designing Super-Learning Environments for Our Students 34</p> <p>2.5 Story #4: Connections to Public Health (Matthew Fisher) 37</p> <p>2.6 Story #5: Green Chemistry Connections (Richard Sheardy) 39</p> <p>2.7 Story #6: Connections to Cardboard (Garon Smith) 41</p> <p>2.8 Story #7:Wisdom from the Bike Trail 44</p> <p>2.9 Conclusion: The Responsibility to “Connect the Dots” 46</p> <p>References 48</p> <p><b>3 The Connection between the Local Chemistry Curriculum and Chemistry Terms in the Global News: The Glocalization Perspective 51</b><br /><i>Mei-Hung Chiu and Chin-Cheng Chou</i></p> <p>3.1 Introduction 51</p> <p>3.2 Understanding Scientific Literacy 52</p> <p>3.3 Introduction of Teaching Keywords-Based Recommendation System 55</p> <p>3.4 Method 56</p> <p>3.5 Results 57</p> <p>3.6 Concluding Remarks and Discussion 65</p> <p>3.7 Implications for Chemistry Education 68</p> <p>Acknowledgment 70</p> <p>References 70</p> <p><b>4 Changing Perspectives on the Undergraduate Chemistry Curriculum 73</b><br /><i>Martin J. Goedhart</i></p> <p>4.1 The Traditional Undergraduate Curriculum 73</p> <p>4.2 A Call for Innovation 74</p> <p>4.3 Implementation of New Teaching Methods 78</p> <p>4.4 A Competency-Based Undergraduate Curriculum 83</p> <p>4.5 Conclusions and Outlook 92</p> <p>References 93</p> <p><b>5 Empowering Chemistry Teachers’ Learning: Practices and New Challenges 99</b><br /><i>Jan H. van Driel and Onno de Jong</i></p> <p>5.1 Introduction 99</p> <p>5.2 Chemistry Teachers’ Professional Knowledge Base 102</p> <p>5.3 Empowering Chemistry Teachers to Teach Challenging Issues 107</p> <p>5.4 New Challenges and Opportunities to Empower Chemistry Teachers’ Learning 113</p> <p>5.5 Final Conclusions and Future Trends 116</p> <p>References 118</p> <p><b>6 Lifelong Learning: Approaches to Increasing the Understanding of Chemistry by Everybody 123</b><br /><i>John K. Gilbert and Ana Sofia Afonso</i></p> <p>6.1 The Permanent Significance of Chemistry 123</p> <p>6.2 Providing Opportunities for the Lifelong Learning of Chemistry 123</p> <p>6.3 The Content and Presentation of Ideas for Lifelong Chemical Education 129</p> <p>6.4 Pedagogy to Support Lifelong Learning 131</p> <p>6.5 Criteria for the Selection of Media for Lifelong Chemical Education 133</p> <p>6.6 Science Museums and Science Centers 133</p> <p>6.7 Print Media: Newspapers and Magazines 134</p> <p>6.8 Print Media: Popular Books 135</p> <p>6.9 Printed Media: Cartoons, Comics, and Graphic Novels 136</p> <p>6.10 Radio and Television 140</p> <p>6.11 Digital Environments 141</p> <p>6.12 Citizen Science 143</p> <p>6.13 An Overview: Bringing About Better Opportunities for Lifelong Chemical Education 144</p> <p>References 146</p> <p><b>Part II: Best Practices and Innovative Strategies 149</b></p> <p><b>7 Using Chemistry Education Research to Inform Teaching Strategies and Design of Instructional Materials 151</b><br /><i>Renée Cole</i></p> <p>7.1 Introduction 151</p> <p>7.2 Research into Student Learning 153</p> <p>7.3 Connecting Research to Practice 154</p> <p>7.4 Research-Based Teaching Practice 165</p> <p>7.5 Implementation 171</p> <p>7.6 Continuing the Cycle 172</p> <p>References 174</p> <p><b>8 Research on Problem Solving in Chemistry 181</b><br /><i>George M. Bodner</i></p> <p>8.1 Why Do Research on Problem Solving? 181</p> <p>8.2 Results of Early Research on Problem Solving in General Chemistry 184</p> <p>8.3 What About Organic Chemistry 186</p> <p>8.4 The “Problem-Solving Mindset” 192</p> <p>8.5 An Anarchistic Model of Problem Solving 193</p> <p>8.6 Conclusion 199</p> <p>References 200</p> <p><b>9 Do Real Work, Not Homework 203</b><br /><i>Brian P Coppola</i></p> <p>9.1 Thinking About Real Work 203</p> <p>9.2 Attributes of Real Work 209</p> <p>9.3 Learning from Real Work 239</p> <p>9.4 Conclusions 245</p> <p>Acknowledgments 247</p> <p>References 247</p> <p><b>10 Context-Based Teaching and Learning on School and University Level 259</b><br /><i>Ilka Parchmann, Karolina Broman, Maike Busker, and Julian Rudnik</i></p> <p>10.1 Introduction 259</p> <p>10.2 Theoretical and Empirical Background for Context-Based Learning 260</p> <p>10.3 Context-Based Learning in School: A Long Tradition with Still Long Ways to Go 261</p> <p>10.4 Further Insights Needed: An On-Going Empirical Study on the Design and Effects of Learning from Context-Based Tasks 263</p> <p>10.5 Context-Based Learning on University Level: Goals and Approaches 269</p> <p>10.6 Conclusions and Outlook 275</p> <p>References 276</p> <p><b>11 Active Learning Pedagogies for the Future of Global Chemistry Education 279</b><br /><i>Judith C. Poë</i></p> <p>11.1 Problem-Based Learning 280</p> <p>11.2 Service-Learning 290</p> <p>11.3 Active Learning Pedagogies 296</p> <p>11.4 Conclusions and Outlook 297</p> <p>References 297</p> <p><b>12 Inquiry-Based Student-Centered Instruction 301</b><br /><i>Ram S. Lamba</i></p> <p>12.1 Introduction 301</p> <p>12.2 Inquiry-Based Instruction 303</p> <p>12.3 The Learning Cycle and the Inquiry-Based Model for Teaching and Learning 304</p> <p>12.4 Information Processing Model 308</p> <p>12.5 Possible Solution 308</p> <p>12.6 Guided Inquiry Experiments for General Chemistry: Practical Problems and Applications Manual 310</p> <p>12.7 Assessment of the Guided-Inquiry-Based Laboratories 314</p> <p>12.8 Conclusions 316</p> <p>References 317</p> <p><b>13 Flipping the Chemistry Classroom with Peer Instruction 319</b><br /><i>Julie Schell and Eric Mazur</i></p> <p>13.1 Introduction 319</p> <p>13.2 What Is the Flipped Classroom? 320</p> <p>13.3 How to Flip the Chemistry Classroom 325</p> <p>13.4 Flipping Your Classroom with Peer Instruction 329</p> <p>13.5 Responding to Criticisms of the Flipped Classroom 339</p> <p>13.6 Conclusion: The Future of Education 341</p> <p>Acknowledgments 341</p> <p>References 341</p> <p><b>14 Innovative Community-Engaged Learning Projects: From Chemical Reactions to Community Interactions 345</b><br /><i>Claire McDonnell</i></p> <p>14.1 The Vocabulary of Community-Engaged Learning Projects 345</p> <p>14.2 CBL and CBR in Chemistry 349</p> <p>14.3 Benefits Associated with the Adoption of Community-Engaged Learning 353</p> <p>14.4 Barriers and Potential Issues When Implementing Community-Engaged Learning 360</p> <p>14.5 Current and Future Trends 364</p> <p>14.6 Conclusion 366</p> <p>References 367</p> <p><b>15 The Role of Conceptual Integration in Understanding and Learning Chemistry 375</b><br /><i>Keith S. Taber</i></p> <p>15.1 Concepts, Coherence, and Conceptual Integration 375</p> <p>15.2 Conceptual Integration and Coherence in Science 381</p> <p>15.3 Conceptual Integration in Learning 385</p> <p>15.4 Conclusions and Implications 390</p> <p>References 392</p> <p><b>16 Learners Ideas, Misconceptions, and Challenge 395</b><br /><i>Hans-Dieter Barke</i></p> <p>16.1 Preconcepts and School-Made Misconceptions 395</p> <p>16.2 Preconcepts of Children and Challenge 396</p> <p>16.3 School-Made Misconceptions and Challenge 396</p> <p>16.4 Best Practice to Challenge Misconceptions 415</p> <p>16.5 Conclusion 419</p> <p>References 419</p> <p><b>17 The Role of Language in the Teaching and Learning of Chemistry 421</b><br /><i>Peter E. Childs, Silvija Markic, and Marie C. Ryan</i></p> <p>17.1 Introduction 421</p> <p>17.2 The History and Development of Chemical Language 423</p> <p>17.3 The Role of Language in Science Education 428</p> <p>17.4 Problems with Language in the Teaching and Learning of Chemistry 430</p> <p>17.5 Language Issues in Dealing with Diversity 437</p> <p>17.6 Summary and Conclusions 441</p> <p>References 442</p> <p>Further Reading 445</p> <p><b>18 Using the Cognitive Conflict Strategy with Classroom Chemistry Demonstrations 447</b><br /><i>Robert (Bob) Bucat</i></p> <p>18.1 Introduction 447</p> <p>18.2 What Is the Cognitive Conflict Teaching Strategy? 448</p> <p>18.3 Some Examples of Situations with Potential to Induce Cognitive Conflict 449</p> <p>18.4 Origins of the Cognitive Conflict Teaching Strategy 451</p> <p>18.5 Some Issues Arising from A Priori Consideration 453</p> <p>18.6 A Particular Research Study 455</p> <p>18.7 The Logic Processes of Cognitive Conflict Recognition and Resolution 459</p> <p>18.8 Selected Messages from the Research Literature 461</p> <p>18.9 A Personal Anecdote 465</p> <p>18.10 Conclusion 466</p> <p>References 467</p> <p><b>19 Chemistry Education for Gifted Learners 469</b><br /><i>Manabu Sumida and Atsushi Ohashi</i></p> <p>19.1 The Gap between Students’ Images of Chemistry and Research Trends in Chemistry 469</p> <p>19.2 The Nobel Prize in Chemistry from 1901 to 2012: The Distribution and Movement of Intelligence 470</p> <p>19.3 Identification of Gifted Students in Chemistry 472</p> <p>19.4 Curriculum Development and Implementation of Chemistry Education for the Gifted 477</p> <p>19.5 Conclusions 484</p> <p>References 486</p> <p><b>20 Experimental Experience Through Project-Based Learning 489</b><br /><i>Jens Josephsen and Søren Hvidt</i></p> <p>20.1 Teaching Experimental Experience 489</p> <p>20.2 Instruction Styles 492</p> <p>20.3 Developments in Teaching 494</p> <p>20.4 New Insight and Implementation 498</p> <p>20.5 The Chemistry Point of View Revisited 511</p> <p>20.6 Project-Based Learning 512</p> <p>References 514</p> <p><b>21 The Development of High-Order Learning Skills in High School Chemistry Laboratory: “Skills for Life” 517</b><br /><i>Avi Hofstein</i></p> <p>21.1 Introduction: The Chemistry Laboratory in High School Setting 517</p> <p>21.2 The Development of High-Order Learning Skills in the Chemistry Laboratory 519</p> <p>21.3 From Theory to Practice: How Are Chemistry Laboratories Used? 522</p> <p>21.4 Emerging High-Order Learning Skills in the Chemistry Laboratory 523</p> <p>21.5 Summary, Conclusions, and Recommendations 532</p> <p>References 535</p> <p><b>22 Chemistry Education Through Microscale Experiments 539</b><br /><i>Beverly Bell, John D. Bradley, and Erica Steenberg</i></p> <p>22.1 Experimentation at the Heart of Chemistry and Chemistry Education 539</p> <p>22.2 Aims of Practical Work 540</p> <p>22.3 Achieving the Aims 540</p> <p>22.4 Microscale Chemistry Practical Work – “The Trend from Macro Is Now Established” 541</p> <p>22.5 Case Study I: Does Scale Matter? Study of a First-Year University Laboratory Class 542</p> <p>22.6 Case Study II: Can Microscale Experimentation Be Used Successfully by All? 543</p> <p>22.7 Case Study III: Can Quantitative Practical Skills Be Learned with Microscale Equipment? 544</p> <p>22.8 Case Study IV: Can Microscale Experimentation Help Learning the Scientific Approach? 554</p> <p>22.9 Case Study V: Can Microscale Experimentation Help to Achieve the Aims of Practical Work for All? 555</p> <p>22.10 Conclusions 559</p> <p>References 559</p> <p><b>Part III: The Role of New Technologies 563</b></p> <p><b>23 Twenty-First Century Skills: Using theWeb in Chemistry Education 565</b><br /><i>Jan Apotheker and Ingeborg Veldman</i></p> <p>23.1 Introduction 565</p> <p>23.2 How Can These New Developments Be Used in Education? 567</p> <p>23.3 MOOCs (Massive Open Online Courses) 572</p> <p>23.4 Learning Platforms 574</p> <p>23.5 Online Texts versus Hard Copy Texts 575</p> <p>23.6 Learning Platforms/Virtual Learning Environment 577</p> <p>23.7 The Use of Augmented Reality in (In)Formal Learning 579</p> <p>23.8 The Development of Mighty/Machtig 580</p> <p>23.9 The Evolution of MIGHT-y 580</p> <p>23.10 Game Play 581</p> <p>23.11 Added Reality and Level of Immersion 582</p> <p>23.12 Other Developments 586</p> <p>23.13 Molecular City in the Classroom 587</p> <p>23.14 Conclusion 593</p> <p>References 593</p> <p><b>24 Design of Dynamic Visualizations to Enhance Conceptual Understanding in Chemistry Courses 595</b><br /><i>Jerry P. Suits</i></p> <p>24.1 Introduction 595</p> <p>24.2 Advances in Visualization Technology 598</p> <p>24.3 Dynamic Visualizations and Student’s Mental Model 603</p> <p>24.4 Simple or Realistic Molecular Animations? 607</p> <p>24.5 Continuous or Segmented Animations? 608</p> <p>24.6 Individual Differences and Visualizations 609</p> <p>24.7 Simulations: Interactive, Dynamic Visualizations 611</p> <p>24.8 Conclusions and Implications 615</p> <p>Acknowledgments 616</p> <p>References 616</p> <p><b>25 Chemistry Apps on Smartphones and Tablets 621</b><br /><i>Ling Huang</i></p> <p>25.1 Introduction 621</p> <p>25.2 Operating Systems and Hardware 625</p> <p>25.3 Chemistry Apps in Teaching and Learning 626</p> <p>25.4 Challenges and Opportunities in Chemistry Apps for Chemistry Education 646</p> <p>25.5 Conclusions and Future Perspective 647</p> <p>References 649</p> <p><b>26 E-Learning and Blended Learning in Chemistry Education 651</b><br /><i>Michael K. Seery and Christine O’Connor</i></p> <p>26.1 Introduction 651</p> <p>26.2 Building a Blended Learning Curriculum 652</p> <p>26.3 Cognitive Load Theory in Instructional Design 654</p> <p>26.4 Examples from Practice 655</p> <p>26.5 Conclusion: Integrating Technology Enhanced Learning into the Curriculum 665</p> <p>References 666</p> <p><b>27 Wiki Technologies and Communities: New Approaches to Assessing Individual and Collaborative Learning in the Chemistry Laboratory 671</b><br /><i>Gwendolyn Lawrie and Lisbeth Grøndahl</i></p> <p>27.1 Introduction 671</p> <p>27.2 Shifting Assessment Practices in Chemistry Laboratory Learning 672</p> <p>27.3 Theoretical and Learning Design Perspectives Related to Technology-Enhanced Learning Environments 675</p> <p>27.4 Wiki Learning Environments as an Assessment Platform for Students’ Communication of Their Inquiry Laboratory Outcomes 678</p> <p>27.5 Practical Examples of the Application of Wikis to Enhance Laboratory Learning Outcomes 681</p> <p>27.6 Emerging Uses of Wikis in Lab Learning Based on Web 2.0 Analytics And Their Potential to Enhance Lab Learning 684</p> <p>27.7 Conclusion 688</p> <p>References 689</p> <p><b>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</b><br /><i>Harry E. Pence, Antony J.Williams, and Robert E. Belford</i></p> <p>28.1 Introduction 693</p> <p>28.2 The Semantic Web and the Social Semantic Web 694</p> <p>28.3 Mobile Devices in Chemical Education 702</p> <p>28.4 Smartphone Applications for Chemistry 706</p> <p>28.5 Teaching Chemistry in a Virtual and Augmented Space 708</p> <p>28.6 The Role of the Social Web 717</p> <p>28.7 Distributed Cognition, Cognitive Artifacts, and the Second Digital Divide 721</p> <p>28.8 The Future of Chemical Education 726</p> <p>References 729</p> <p>Index 735</p>
<p>“I have been ready for the revolution since about grade six. If you are too, then get a copy of <i>Chemistry education </i>and share it with your colleagues.”  (<i>Chemistry in Australia</i>, 1 October 2015)<br /><br />"The book is an indispensable resource for high school through graduate school chemistry educators and chemistry education students." (<i>Choice</i>, May 2016)  </p>
Javier Garcia-Martinez is Faculty member and Director of the Molecular Nanotechnology Lab at the University of Alicante, Spain, where he teaches at undergraduate and graduate levels, and created several courses on materials chemistry and nanotechnology. Javier has published extensively on chemistry, materials science, and nanotechnology and is inventor of more than twenty fi ve patents. He is Co-founder of Rive Technology, a VC-funded MIT spin-off commercializing hierarchical zeolites for energy applications and a fellow of the Royal Society of Chemistry, member of the Global Young Academy, the World Economic Forum, and of the Bureau of the International Union for Pure and Applied Chemistry. His latest books are "Nanotechnology for the Energy Challenge" (Wiley, 2014) and "The Chemical Element" (Wiley, 2011).<br> <br> Elena Serrano-Torregrosa is a Research Fellow at the Molecular Nanotechnology Lab of the Inorganic Chemistry Department at the University of Alicante (Spain), where she has been teaching since 2009 and has created several courses on nanotechnology. She received her PhD in 2006 at the University of Basque Country, Spain (I?aki Mondragon). After a post-doctoral activity at the National Institute of Applied Sciences, INSA in France (Jean-Pierre Pascault), Elena joined the Molecular Nanotechnology Lab at the University of Alicante in 2009. Her current research interests are in the area of new synthetic pathways to prepare photoactive hybrid titania-based materials, in which she is working for three years. Her last book is "The Chemical Element" (Wiley, 2011).<br>
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. <br> 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. <br> 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.<br>

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