Learned schools

Tobin, K. G. (1990). Researeh on seienee laboratory activities in pursuit of better questions and answers to improve learning. School Science and Mathematics, 90,403 18. 

Unfortunately, Paula s attitude toward clothing is all too common among students who spend more time worrying about what they (and others) are wearing than a bout what they re supposed to be learning. School uniforms can help change that—and help fix a number of other problems that are plaguing our schools. 

Similarly, persistent sleep problems have also been associated with learning difficulties throughout the elementary-high-school years (116). Studies of excessive sleepiness in children and adolescents due to DSPS, narcolepsy, or sleep apnea have also reported negative effects on learning, school performance, and behavior (117-119). Students who get more sleep and maintain more consistent school/weekend sleep schedules may obtain better grades because of their ability to remain alert and to pay greater attention in class and on homework. 

Chemistry Self-Efficacy The second measure aimed to assess students self-efficacy for learning school chemistry. To make my self-efficacy scale domain specific and task specific, I selected five items from Table 1 that matched the... 

Southworth, G. (1994) The learning school./ . P. Ribbens andE. Burridge eAs) Improving Education Promoting Quality in Schools. London Cassell. 

Adelsheim, S. (2000). Addressing barriers to development and learning School, family, community, and agency partnerships in New Mexico. Counseling and Human Development, 32, 1-12. 

We also received a solid edncation in mathematics, as well as some physics and chemistry. Although, among others, the physicist Lorand Eotvos and the chemist George Flevesy (Nobel Prize in 1943) attended the same Piarist school in earlier years, I learned about this only years later and cannot remember that anybody mentioned them as role-models during my school years. Classes were from 8 AM to 1 PM six days a week, with extensive homework for the rest of the day. I did... 

Everyone learned this in school, but many people overlook its value in real life. A solid outline helps keep proposals focused and can also be used as a checklist to assure that all key points are covered. In addition, a detailed outline can be useful as a tool for midpoint review with colleagues or superiors whose input would improve the finished product. 

First I consider the origin of tables of electronic configuration which are learned in school chemistry and which appear in all chemistry texts. The aim is... 

While the calculations in this experiment are difficult, all students can readily perform the laboratory operations. Student teams work together on the challenging aspects of the calculations motivated by the fact that they are able to apply what they have learned in school to a real world substance. 

The first strategy is to rmdertake a superficial scan of mainstream textbooks that everyday situations have been connected to cormnon school chemistry textbooks. For example, student-exercises may contain informatiorr, about contaminants in a river such as lead salts, about acid-base indicators in plants or about food additives for the preservation of wine. However, implicit confusion may (and frequently will) occur when the textbook and the teacher aim at reaching the right answer, for example the correct calculation of the concentration of an additive in gram per litre or parts per million (ppm). Students may still pose questions such as How many glasses of wine can I drink before 1 will get sick What is the effect of alcohol on my body Why is the addition of sulphite to wine important Is the same fact tme for red wine Or even further Shouldn t the government prohibit the addition of sulphite In this way students can become personally involved in subjects that can be related to their learning of chemical substances, and even to atoms and molecules. But, the student-activities in mainstream school chemistry textbooks often are not focused on this type of involvement they do not put emphasis in the curriculum on personal, socio-scientific and ethical questions that are relevant to students lives and society. 

Instead, in the crrrrent domirrant school chemistry curriculum, chemistry is being taught and learned as propositiorrs and algorithms to students, still seen as future chemists. 

---