Science education chemistry

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. 

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). 

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. 

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

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. 

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. 

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. 

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. 

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 ... 

Gabel, D. (1998). The eomplexity of chemistry and implications for teaching. In B. J. Fraser K. G. Tobin (Eds.), International handbook of science education. Dordrecht, Netherlands Kluwer Academie Publishers. 

Harrison, A. G., Treagust, D. E. (1996). Secondary students mental models of atoms and molecules Implications for teaching chemistry. Science Education, 80(5), 509-534. 

Taber, K. S. (1998). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20(5), 597-608. 

Tsaparlis, G. (1994). Blocking mechanisms in problem solving from the Pascual-Leone s M-space perspective. In H-J Schmidt (Ed.), Problem solving and misconceptions in chemistry and physics (pp. 211-226). Dortmund International Council of Association for Science Education. 

Context-based curricula developed in five countries were reviewed in a special issue of the International Journal of Science Education (2006, bl. 28, Number 9). Schwartz (2006) discussed the American experience with ChemCom Chemistry in the Community, and mainly with Chemistry in Context (CiC). Bennett and Lubben (2006) presented Salters Advanced C/zemixfiy that was developed in Britain. Hofstein and Kesner (2006) reported on Israeli materials focnsing on industrial chemistry as the main school chemistiy theme. Parchmaim et al. (2006) considered the German contextual version, Chemie im Kontext (CluK). Finally, Bulte,... 

Bennett, J., Lubben, F. (2006). Context-based chemistry The Salters approach. International Journal of Science Education, 28, 999-1015. 

Hofstein, A., Mamlok-Naaman, R. (2007). The laboratory in science education The state of the art. Chemistry Education Research and Practice, 8, 105-107. 

Kempa, R. F., Ward, J. E. (1988). Observational thresholds in school chemistry. International Journal of Science Education, 10, 275-284. 

Neber, H., Anton, M.-A. (2008). Promoting pre-experimental activities in high-school chemistry Focusing on the role of students epistemic questions. International Journal of Science Education, 509(13), 1801-1822. 

Zoller, U., Tsaparlis, G. (1997). Higher and lower-order cognitive skills The case of chemistry. Research in Science Education, 27, 117-130. 

Garnett, R. J., Garnett, R J., Hackling, M. W. (1995). Students alternative conceptions in chemistry A review of researeh and implieations for teaehing and learning. Studies in Science Education, 25, 69-95. 

Johnstone, A. H., El-Banna, H. (1986). Capacities, demands and processes - A predictive model for science education in chemistry. Education in Chemistry, 23, 80-84. 

Velazquez-Marcano, A., Williamson, V., Askenazi, G., Tasker, R., Williamson, K. (2004). The use of video demonstrations and particulate animation in general chemistry. Journal of Science Education and Technology, 13(3), 315-323. 

Butts, B., Smith, R. (1987). HSC chemistry students understanding of the structure and properties of molecular and ionic compounds. Research in Science Education, 17, 192-201. 

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