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Chemical education research

Johnstone, A. H. (2000). Teaching of chemistry Logical or psychological Chemical Education Research and Practice in Europe, 7(1), 9-15. [Pg.9]

Shwartz, Y, Ben-Zvi, R., Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemieal literacy among high-school students. Chemical Education Research and Practice, 7(4), 203-225. [Pg.9]

Nakhleh, M. B. (1994). Chemical education research in the laboratory environment - how can research uncover what students are learning Journal of Chemical Education, 77(3), 201-205. [Pg.74]

Our investigation, within Terrance s (2000) classification of action research, was collaborative action research. The LON project team existed from three groups of partners Seven teachers from primary schools, six of whom conducted interventions in their schools the adviser for chemistry from the National Board of Education for Slovenia and three chemical education researchers from the Department of Chemical Education and Informatics, University of Ljubljana. [Pg.314]

The investigation was conducted in the form of collaborative action research in order to bring together the strengths of chemistiy teachers, the advisor for chemistry from The National Board of Education for Slovenia, and chemical education researchers from University of Ljubljana, and at the same time to enable a direct transfer of estabhshed research findings into teaching practice. According to teachers opinion, in comparison with their experiences in previous years, the most important achievements of the LON approach were ... [Pg.328]

Chandrasegaran, A., Treagust, D. F., Mocerino, M. (1997). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school pupils ability to describe and explain chemical reactions using multiple levels of representation. Chemical Education Research andPractice, 8(3), 293-207. [Pg.348]

Task Force on Chemical Education Research. J. Chem. Educ., 1994, 77, 850-852. [Pg.106]

Developments in the physical chemistry laboratory since the publication of the germinal text by Schwenz and Moore (/) are categorized and reviewed. The categories examined include modem instrumentation, current topics in chemistry, integrated laboratories, and developments based on chemical education research. New experiments involving traditional instrumentation and topics are include but are not reviewed extensively. [Pg.115]

As noted above, there are not many new approaches to the physical chemistry laboratory that are based on Chemical Education research, but there are some that deserve mention. Articles that are based on these approaches are listed in Table I. [Pg.117]

Chemical Education Research Related to the Physical Chemistry Lab... [Pg.117]

In addition to these systemic approaches, I found two examples of individual experiments that were revised with an eye to the chemical education research. One is Long and coworkers revisiting of the Spectrum of I2 (12). Long et al. have developed a set of activities, based on education research, to facilitate the learning of the concepts critical to understanding this experiment. The approach has been carefully assessed and showed positive results both in student attitudes and understanding. [Pg.118]

However, there were some notable lacunae that need to be addressed. Little work has been done in chemical education research on the physical chemistry laboratory, although what has been done is both valuable and excellent. In addition, little attention has been paid to the issue of the structure of the physical chemistry laboratory as a whole (or at least little has been published). More needs to be done in this area. Very few of the experiments included a clear pedagogical objective, and those that did, failed to do any assessment of those objectives. It is hoped that a continuously increasing percentage of new experiments will include these elements. [Pg.140]

Bodner, G. M. Herron, J. D. Problem solving in chemistry. In J. K. Gilbert (Ed.) Chemical education Research-based practice. Dordrecht Kluwer Academic Publishers, 2002. [Pg.172]

Scerri, E. R. (2003) Philosophical confusion in chemical education research. J. Chem. Educ 80,468 177. [Pg.24]

Herron JD, Nurrenbum SC (1999) Chemical education research improving chemistry learning. J Chem Educ 76 1353-1361. [Pg.152]

An analogous situation exists in chemical education research at present with nearly all efforts being directed toward the learning process and virtually none at the content of chemistry courses (Scerri 2003). [Pg.127]

Whilst models and modelling bring history and philosophy of chemistry together, the construction and testing of these takes place in the laboratory. This provides the justification for Chapter 4, which focuses on laboratory work in general in chemical education. Research into the historical evolution of laboratory work at both secondary and tertiary level is reviewed. It is concluded that, because the purposes for laboratory work have historically been ill-defined, research into its effectiveness has inevitably been inconclusive. Two alternatives from this conclusion are discussed that laboratory work in chemical education should be abandoned as an historical anachronism that it should be reformed. Following the more positive line. [Pg.4]

Taber, K. S. (2001a) Building the structural concepts of chemistry some considerations from educational research. Chemical Education Research and Practice in Europe, 2 (2), 123-158. [Pg.234]

Bucat, B. Fensham, P. (1995). Teaching and learning about chemical equilibrium. In B. Bucat, P. Fensham (Eds.), Selected papers in chemical education research (pp. 167-171). lUPAC - Committee on Teaching of Chemistry. Delhi Shatabdi Computers Pvt. Ltd. [Pg.289]

In chemical education research papers, only two degrees of physics knowledge are generally used as frames of reference for what students could or should understand at certain stages. The first one is the everyday understanding of temperature, heat, and energy. The second one is the thermodynamic understanding of these terms - albeit without mathematics. [Pg.353]

The final section of this book addresses two important issues that speak to the quality and future of chemical education chemistry teacher education and chemical education research. Whilst both issues have been described briefly elsewhere in this book, the two chapters in this section provide a more coherent and extensive discussion. [Pg.365]

Chapter 17 is the concluding chapter of this book. It summarises the book from a broad prospective and it looks toward the future of chemical education. It attempts to identify research and development in chemistry education to address current and potential problems. In the first part of the chapter, an overview of current shortcomings in chemical education is presented. Implications of changes in chemistry itself for chemical education are also inferred. In the middle part, the impact of chemical education research on policy and practice are discussed. First, six types of educational research are identified and exemplified by studies cited elsewhere in this book. Subsequently, this framework is used to determine which specific types of research will needed in the future and in roughly what proportion. Second, a six-level model to explain the (lack of) impact of existing chemical education research on classroom practice is introduced. These levels vary from chemistry teachers unawareness of (potentially relevant) research findings to chemistry teachers decision to use these findings to... [Pg.366]

QUESTIONS OF IMPORTANCE Achievements in Chemical Education Research... [Pg.392]

As we will show below, the nature and incidence of each of these Types have implications for the impact of chemical education research on policy and practice. [Pg.399]

An overview of the chemical education research reviewed in this book... [Pg.399]


See other pages where Chemical education research is mentioned: [Pg.55]    [Pg.314]    [Pg.328]    [Pg.354]    [Pg.76]    [Pg.117]    [Pg.117]    [Pg.118]    [Pg.3]    [Pg.4]    [Pg.4]    [Pg.42]    [Pg.59]    [Pg.270]    [Pg.367]    [Pg.393]    [Pg.396]    [Pg.396]    [Pg.396]    [Pg.400]   


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