Course content students

An alternative to assimilation is to make clear to students that they may cross the sociological border into science with their cultural identity both intact and, perhaps, valued. This is a specific goal of the work of Middlecamp and Subramaniam (1999). Within the biological sciences, including gender as a specific component of course content is a more obvious move than in chemistry (Birke 2001). There are more studies in which a connection of chemistry to sociology occurs through the lens of race and ethnicity, for example, in the Project Inclusion work of Hayes and Perez (1997) and the multicultural examples developed by Middlecamp and Fernandez (1999). 

Advice and evidence of enhanced student learning after overhauling the course content, teaching approach, and classroom environment are offered below. 

In teaching science, a continuing area of concern to educators has been the problem of integrating laboratory experimentation with instruction in scientific theory. The need to individualise course content for students is also recognised. Programmed instruction may offer one solution to both of these difficulties. 

The difficulties in searching for viable options to address mathematics-related inadequacies increase considerably for the quantum chemistry course. The inadequacy of students familiarity with the mathematics required by that course is a rather common situation for quantum chemistry courses, also in other contexts. The course contents usually make provision for this, by including the development of familiarity with the needed mathematics (operators etc.) into the course. However, the characteristics of the UNIVEN context drastically reduce the viability of such option, because of the gap between students attained familiarity with mathematics, and what would be needed to cope with the mathematics for quantum chemistry. It is therefore opted to maximise the focus on the conceptual aspects and on the description of systems and behaviours, while only few mathematical procedures (e.g. the solution of the Schrodinger equation for the hydrogen atom) are presented, to provide at least some exposure to the ways of proceeding of quantum chemistry. 

Recently, some 40 PGCE students allowed their chemistry classes to be directed by the needs and interests of their students and found the approach more effective in enhancing students understanding and motivation in the task. Unfortunately, they also found the approach to be more time-consuming. The question is what is more important, the quality of learning outcomes or the volume of course content covered. 

In teaching science, a continuing area of concern to educators has been the problem of integrating laboratory experimentation with instruction in scientific theory. The need to individualize course content for students is also recognized. Programmed instruction may offer one solution to both of these difficulties. If the science curriculum can be programmed so that individual rates could be dealt with more effectively, and if laboratory material can be developed which enable students to conduct experiments effectively on an independent basis, laboratory experi mentation may be integrated more satisfactorily into the typical science course. 

MSU, and continues to teach now at John s Hopkins University (JHU, Baltimore, MD, USA). The course includes all major areas of colloid science, covering the basic principles, certain quantitative details, and applications. From year to year the course content has undergone continuous changes in line with the latest developments in the field. The materials of this lecture course were worked up by the faculty of the Colloid Chemistry Division, Professor Rehbinder s former students Professor Alexandr V. Pertsov and Docent Elena A. Amelina, and, with additional contributions written by them, formed the basis of the textbook entitled Colloid Chemistry , the second edition of which was published in 1992 (see [5] in General Introduction). That book also included materials from a number of specialized courses designed by the authors at different times. The book became the major text used by students at educational institutions throughout Russia, where colloid chemistry is the mandatory part of the core curriculum in chemistry. 

This is a very ambitious one-semester laboratory schedule. To effectively educate students while delivering the course content requires a dedicated support staff, a committed faculty, sufficient laboratory glassware and accessories, and expensive analytical instrumentation, including interface of each instrument to a PC that operates chromatography or spectroscopy software. Each lab session requires at a minumum, four hours and at a... 

In a different approach. Smith and Arnold (1999) conducted a survey to determine what safety knowledge practitioners would expect in newly hired engineering graduates in the USA. The purpose of their study was to establish a baseline for a constmction site safety course content to be offered for undergraduate engineering students. Responses were received from 27 constmction firms operating predominantly in the northeastern USA. Out of 14 safely responsibility areas identified by... 

With help from Blackboard or WebCT , you can take complete control over your course content. These course cartridges also feature online testing and powerful student tracking. Contact your McGraw-Hill sales representative for more details. 

Instructors are most equipped to answer questions from students in homework and course content and may be willing to provide study guidance beyond simply solving problems. 

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