Science education

In Table 1, drawn up by the author, of abbreviations in common use those in bold type are in the main schedule of BS 3502. In this list the names given for the materials aie the commonly used scientific names. This situation is further complicated by the adoption of a nomenclature by the International Union of Pure and Applied Chemistry for systematic names and a yet further nomenclature by the Association for Science Education which is widely used in British schools but not in industry. Some examples of these are given in Table 2. Because many rubbery materials have been referred to in this book. Tables 3 and 4 list abbreviations for these materials. 

The Commission on Macromolecular Nomenclature of the International Union of Pure and Applied Chemistry has published a nomenclature for single-strand organic polymers Pure and Applied Chemistry, 48, 375 (1976)). In addition the Association for Science Education in the UK has made recommendations based on a more general lUPAC terminology, and these have been widely used in British schools. Some examples of this nomenclature compared with normal usage are given in Table 2. 

The Table of Contents for this collection will facilitate this discussion. Notice that the papers are grouped into the categories of Atmospheric, Aquatic and Terrestrial Components, Global Carbon Cycle and Climate Change, and Global Environmental Science Education. The reader may want to consider the various chemical species studied in each paper. Next, the reader may wish to group the papers by whether they address the source or the receptor, the transport or transformation processes for the chemical species. Finally, the reader needs to establish the time scales and the spatial resolution used. 

We live in a complex, rapidly changing, material world, major aspects of which require an understanding of the ideas of chemistiy. Education for scientific literacy in respect of the public - people of all ages - is now widely seen as a general goal for science education, whether pursued formally or informally. It seems appropriate to talk about chemical literacy - the contribution that chemistry can make to scientific literacy - and to amend the hitherto general discussions to focus on this particular aspect (Laugksch, 2000 Roberts, 2007). 

Andersson, B. (1986). Pupils explanations of some aspects of chemical reactions. Science Education, 70, 549-563. 

DeBoer, G. E. (2000). Scientific literacy Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601. 

Gilbert, J. K., Boulter, C. J., Elmer, R. (2000). Positioning models in science education and in design and technology education. In J. K. Gilbert C. J. Boulter (Eds.), Developing models in science education (pp. 3-18). Dordrecht Kluwer. 

Laugksch, R. C. (2000). Scientific literacy A conceptual overview. Science Education, 84(1), 71-94. 

Roberts, D. A. (2007). Seientific literaey/seienee literacy. In S. K. Abell N. G. Lederman (Eds.), Handbook of research in science education (pp. 729-780). Mahwah Erlbaum. 

Shwartz, Y, Ben-Zvi, R., Hofstein, A. (2005). The importance of involving high-school chemistry teaehers in the proeess of defining the operational meaning of chemical literacy . International Journal of Science Education, 27(3), 323-344. 

Treagust, D. F., Chittleborough, G., Mamiala, T. (2003). The role of submicroscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25(11), 1353-1368. 

Tuckey, H., Selvaratnam, M. (1993). Studies involving three-dimensional visualisation skills in chemistry. Studies in Science Education, 21, 99-121. 

Andersson B. (1990). Pupils conceptions of matter and its transformations (age 12-16), Studies in Science Education, 18, 53-85. 

Briggs, M., Bodner, G. (2007). A model of molecular visualization. In Gilbert, J. K. (Ed.), Visualization in science education. Dordrecht Springer. 

Habraken, C. L. (1996). Perceptions of chemistry Why is the common perception of chemistry, the most visual of sciences, so distorted Journal of Science Education and Technology, 5(3), 193-201. 

Habraken, C. (2004). Integrating into chemistry teaching today s student s visuospatial talents and skills, and the teaching of today s chemistry s graphical language. Journal of Science Education and Technology, 75(1), 89-94. 

Hill, D. (1988). Misleading illustrations. Research in Science Education, 18, 296-291. 

Seddon, G. M., Tariq, R. H., Dos Santos Viega, A. (1982). The visualisation of spatial transformations in diagrams of molecular structures. European Journal of Science Education, 4, 409 20. 

J.K. Gilbert, D. Treagust (eds.). Multiple Representations in Chemical Education, Models and Modeling in Science Education 4, DOI 10.1007/978-l-4020-8872-8 3, Springer Science+Business Media B.V. 2009... 

This quotation, illustrating the key problematic feature of dominant mainstream (traditional) chemistry courses described above, can be interpreted in terms of Kuhn s theory of normal science and normal science education. Kuhn underpinned his theory of the dynamics of normal science with a less well-known theory on the stmcture and function of tertiaiy and secondary science education (Siegel, 1990). Kuhn s theory (1963, 1970a, 1970b, 1970c, 1977a, 1977b) is instmctive to understand that there is specific view of science education which can be called, in Kuhn s vein, normal chemistry education, and that the dominant version of the school chemistry curriculum can be interpreted in this way. 

Bennett, J., Lubben, F. (2006) Context-based ehemistry, the salters approaeh. IntemationalJour-nal of Science Education, 28(9), 999-1016. 

Bulte, A. M. W., Westbroek, H. B., De Jong, O., Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as eontexts. IntemationalJoumal of Science Education, 28(9), 1063-1086. 

Hart, C. (2002). Framing curriculum discursively Theoretical perspectives on the experience of VCE physics. IntemationalJoumal of Science Education, 27(10), 1055-1077. 

Osborne, J., Collins, S. (2001), Pupils views of the role and value of science curriculum A focus-group study. International Journal of Science Education, 23(5), 441 67. 

Parchmann, I., Graesel, C., Baer, A., Nentwig, P, Demuth, R., Ralle, B., the ChiK Project Group (2006). Chemie im Kontext A symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, 28(9), 1041 - 1062. 

Roberts, D. A. (1982). Developing the concept of curriculum emphases in science education, Science Education, 66(2), 243-260. 

Roberts, D. A. (1988). What counts as science education In P. F. Fensham (Ed.), Development and dilemma s in science education (pp. 27-54). London The Falmer Press. 

Van Aalsvoort, J. (2004a). Logieal positivism as a tool to analyse the problem of chemistry s lack of relevance in secondary school chemical education. IntemationalJoumal of Science Education, 26 9), 1151-1168. 

Van den Akker, J. (1998). The science curriculum Between ideals and outcomes. In B. Fraser K. Tobin (Eds.), International handbook of science education (pp. 421 47). Dordrecht, The Netherlands Kluwer Academic Press. 

The literature in science education in the past two decades or so has had a focus on student s understanding of science, not least in chemistry (Fensham, 2001). There are two inter-related interpretatiorrs of students failttre of grappling with established conterrt knowledge ... 

Ametller, J., Pinto, R. (2002). Students reading of innovative images of energy at secondary school e e. IntemationalJoumal of Science Education, 24(3), 285-312. 

Bar, V. (1989). Children s views about the water cycle. Science Education, 73(4), 481-500. 

Fensham, P. J. (2001). Science content as problematic - issues for research. In H. Behrendt, H. Dahncke, R. Duit, W. Graber, M. Komorek, A. Kross, P. Reiska (Eds.), Research in science education - Past, present, and future (pp. 27 1). Dordrecht, Boston, MA Kluwer Academic Publishers. 

Garnett, P. J., Garnett, P. J., Treagust, D. (1990). Implication of research on students understanding of electrochemistry for improving science curricula and classroom practice. International Journal of Science Education, 72(1), 147-156. 

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