Chemistry classroom students

Context-oriented learning has been introduced to address one major problem of chemistry classrooms students indifference and disinterest in learning chemistiy content. The early so-called STS approaches in the 1980s placed emphasis on the relation of science, technology, and society in order to make chemistry relevant to students by illustrating its importance in issues cmmected to the learners life-world... 

Multimedia technologies have the capability to enhance chemistry learning and support students understanding of the triplet relationship. Yet, several issues need to be considered when using multimedia tools in chemistry classrooms. 

FRESHMAN CHEMISTRY is arguably an important course, one that needs to be viewed as a contribution beyond a service level. It affords the opportunity to make the case, to many students of varied disciplines, of why chemistry is the central science and is responsible for virtually all of the high-tech developments they encounter or read about. The course should be a vehicle to attract more students to chemistry. More importantly, it should instill greater respect for and appreciation of chemistry by students who will not necessarily specialize in it. In our view, this function is particularly important for engineering students, as they will frequently use the basic ideas in freshman chemistry in their professional lives, yet they often wonder where the connection is while they are exposed to these ideas in the classroom. 

Bruck et al. (2008) discuss different types of inquiry, each of which should be considered for appropriate application in the chemistry classroom. These include confirmation, structured, guided, open, and authentic inquiry. The authors have developed the following rubric, which the authors describe as useful for the undergraduate laboratory as a guide to the levels of inquiry incorporated in the various activities and assignments. Since there is some indication of sequential development in the ability to use the various levels, great care must be taken to ensure proper alignment of student experiences within the course (Table 6.1). 

In a world where chemical pollutants pose a grave threat to the earth s natural resources. Environmental Soil and Water Chemistry offers students both an excellent textbook and a handy reference on the wide spectrum of environmental problems they will confront outside the classroom. 

McRobbie, C. and Tobin, K. (1994). Restraints to reform The Congruence of teacher and student actions in a chemistry classroom. Paper presented at the annual meeting of the American Educational Research Association, New Orleans. 

The status of understanding something is ultimately conferred by a group comprised of some recognised scholars of the day. However, in the case of the constructivist pedagogy-oriented chemistry classroom, the students themselves can model this process as well. They can arrive at agreement scientifically and collaboratively, under the teacher s watchful eye, with the teacher parachuting in to assist as a last resort. 

Fasching, J.L., Erickson, B.L. (1985). Group discussions in the chemistry classroom and the problem-solving skills of students. Journal of Chemical Education, 62, 842-848. 

The Particulate Nature of Matter is vital to understanding chemistry. Chemists explain phemonena in terms of particle behavior. Several chemical education research studies have helped expand the theory of how students learn about particle behavior. Early studies established the lack of student understanding of particle action, while later studies examined treatments or interventions to help students think in terms of particles. These later studies led to a number of implications for the chemistry classroom and our understanding of how students build mental models to visualize particle behavior in chemical and physical phemonena. 

As authors, we want this text to be a central, indispensable learning tool for students. Whether as a physical book or in electronic form, it can be carried everywhere and used at any time. It is the one place students can go to obtain the information outside of the classroom needed for learning, skill development, reference, and test preparation. The text, more effectively than any other instrument, provides the depth of coverage and coherent background in modern chemistry that students need to serve their professional interests and, as appropriate, to prepare for more advanced chemistry courses. 

In the third study (Van Vorst, 2013), factor analysis extracted emotion- and value-related scales (see Table 2). Students had to rate their interest in learning chemistry knowledge starting from a presented context. As this situation was rated without an explicit reference to content knowledge, items asked for interest in the introductory context as well as if it was used in the chemistry classroom. Because situations did not include an explicit learning activity, activity-related interest scales could be excluded. A reason for the extraction of both valences can be seen in the procedure which combined a large sample with a variety of situations to be rated with regard to different characteristics. 

This first example (see Fig. 5) comes from a freshman student teacher of chemistry who had just entered a university teacher education program. We can assume that most of the imagination and attitude shown toward chemistry teaching in this case stems from this young person s past experience as a pupil in school, mass media input, and both peer group and societal influences. This particular drawing portrays a very structured chemistry classroom situation. This represents the attitude that chemistry classrooms are quite regularly teacher-centered and traditional in their makeup. 

Based on observations, the teachers concluded that there was a meaningful change in students behavior in the chemistry classroom and in their attitudes toward science, more specifically ... 

Finally, the interviews and the observed classroom discussions provided an opportunity to examine a teacher s preparations, actions, and reflections with respect to the use of multiple analogies when teaching chemical equilibrium. Additional research into student understandings and the use of teacher presented analogies will be helpful in enhancing the use of multiple analogies in the chemistry classroom. 

---