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Chemical education researcher, goals

There are many audiences with a vested interest in the answers to these questions including teachers, researchers, administrators, funding agencies, and students. Each of these stakeholders brings to these questions a different perspective and a somewhat different expectation of the answers. Chemical education research is the field of study that is able to address these questions with a systematic, logical, verifiable and convincing approach. Our goal in this book is to provide an overview of the components of chemical education research and to discuss the process of how questions in ftiis field are addressed. [Pg.2]

Chemists and chemical education researchers have this goal in common, but it fails to unite their efforts. The findings of the two groups often are described in separate Jargons and almost always published in separate Journals. In a speech to the Northeast Section of the American Chemical Society, Dr. Robert L. Lichter, then Executive Director for the Camille and Henry Dreyfiis Foundation, commented on this separation (7) ... [Pg.12]

The goal of this section is to introduce common statistic tests used in chemical education research (correlation coefficients, /-tests, ANOVAs and ANCOVAs, tests of proportions, and some non-parametric tests), and describe specific examples of studies from the chemical education literature that have used these tests. The list of statistics tests described here is not intended to be exhaustive it simply reflects the statistical tests most commonly used by chemical education researchers. [Pg.112]

When die chemical education researcher works wifii colleagues from the traditional science and engineering disciplines it is often because he/she is viewed as die education specialist. Whereas when the same researcher works with colleagues from a college or school of education, he/she is more likely to be viewed as the science specialist. The perspective of the chemical education researcher may or may not differ in these two instances, but the milieu differs, as do the expectations from die cooperating audience. The goals of projects of education school researchers and those of traditional science researchers are usually dissimilar, even in areas of outreach. As part of an education proposal the chemical education researcher may be asked to serve as a content expert, reviewing curriculum, but not to oversee an assessment plan. Whereas, as part... [Pg.206]

Regardless of the size of the role played by chemical education research in a collaborative project, it is important to identify the theoretical perspective of the education component. The theoretical perspective is the lens through which the education component is viewed. This should be explicitly stated. Any project needs goals and a framework against which outcomes can be measured. The theoretical perspective also directs the researcher toward certain methodologies that may be more appropriate than others. Chapter 5 (5) of this book includes a discussion of why this is important and explains a number of important theoretical frameworks. [Pg.209]

Many chemical education researchers are faculty members within departments of chemistry at higher education institutions. The type of research work that they carry out has fundamental similarities to other scientific research in the department, but differs in its methods and tools. Research in chemical education can be of great benefit to departments and other scientists in those departments. However, the work and the field may not be fully understood by all of the stakeholders. This chapter describes ways in which the goals of chemistry departments and chemical education researchers can be identified and overlap between them can be found. Descriptions of possible modes of collaboration and interaction are provided. The chapter concludes with a discussion of the importance of communication among chemical education researchers, other scientists and the broader public. [Pg.215]

Ultimately, chemical education researchers should determine not only their specific research questions, but also the type of scholarship that their work represents. The dimensions of scholarship outlined above can be used to assist in making this determination. Doing so provides a clear way to communicate the goals of the research agenda to administrators and other scientists in the department. It also simplifies the task of mapping die goals of the research onto those of the department to ensure that there is a reasonable fit, with respect to both the research agenda and the role that the researcher can play in the department as a whole. [Pg.220]

The interesting quote given above and raised more than 25 years ago by an eminent science/chemical education researcher, Peter Fensham, needs to be reflected in the foreground of these findings. The answer to this question is that chemistry studies in formal education in schools, as in all the other science disciplines, should address broader goals, especially attainment of scientific literacy for all students. [Pg.38]

Modern methods of computational quantum chemistry are now sufficiently accurate and easy to use that they are indispensable tools in chemical research and education. Our goal has been to give you a comprehensive introduction to molecular quantum mechanics so you can easily read more advanced treatments and begin to use commercially available software with intelligence and confidence. [Pg.265]

Researchers in chemical education working closely with other faculty and with administrators in chemistry departments can be instrumental in creating bridges between the research and educational goals of departments. A characteristic of many researchers in chemical education is that they have a solid grounding in the science discipline itself Yet they have additional expertise in the issues, techniques, and findings of educational research. Their own work, regardless of the specific question or topic, will naturally overlap in research and... [Pg.221]

The goal of producing this book is to be helpful to synthetic organic chemists in industry and academic institutions as well as graduate students. It provides a reference for current topics in chemical process research and may be used as an educational tool. The different styles of chemical development, the variety of structures, and the real-world application of different techniques should appeal to professionals in process research and to organic chemists in general. [Pg.220]

We simply define radiochemistry and nuclear chemistry by the content of this book, which is primarily written for chemists. The content contains fimdamental chapters followed by those devoted to applications. Each chapter ends with a section of exercises (with answers) and literature references. An historic introduction (Ch. 1) leads to chapters on stable isotopes and isotope separation, on unstable isotopes and radioactivity, and on radionuclides in nature (Ch. 2-5). Nuclear radiation - emission, absorbance, chemical effects radiation chemistry), detection and uses - is covered in four chapters (Ch. 6-9). This is followed by several chapters on elementary particles, nuclear structure, nuclear reactions and the production of new atoms (radio-nuclides of known elements as well as the transuranium ones) in the laboratory and in cosmos (Ch. 10-17). Before the four final chapters on nuclear energy and its environmental effects (Ch. 19-22), we have inserted a chapter on radiation biology and radiation protection (Ch. 18). Chapter 18 thus ends the fimdam tal part of radiochemistry it is essential to all students who want to use radionuclides in scientific research. By this arrangement, the book is subdivided into 3 parts fundamental ladiochemistry, nuclear reactions, and applied nuclear energy. We hope that this shall satisfy teachers with differrat educational goals. [Pg.724]


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