Teaching and Learning

Positioning mentoring within teaching and learning contexts... 

The behaviourist approach was superseded in the 1950s and 60s by cognitive-based approaches to teaching and learning (Clutterbuck, 1998). These approaches saw learning as being... 

Mentoring relationships provide an effective method of learning by avoiding the limitations of traditional teaching and learning methods. The unique positive characteristics associated with mentoring as a development method are as follows ... 

One of the major issues in developing a defendable approach to the teaching and learning of these three types has been the lack of a generally agreed terminology for them as is illustrated in the summary of the words/phrases used in the hterature by some anthors ... 

Gabel, D. L. (Ed.). (1994). Handbook of research on science teaching and learning. New York MacMillan. 

The Challenges Faced in Teaching and Learning About the Representational... 

This section focuses on the more overt challenges that the teaching and learning of the representational triplet face the nature and meaning of macro submicro and symbolic and the relationships between them. 

If teaching and learning about the submicro is complex, then that about the symbolic is even more so. In Chapter 4, Taber unpicks in detail the ranges of symbolisms used in chemistry the spread of types invoked, those used to represent chemical entities and those used to represent reactions between them. In each case, he analyses the educational problems that they present. He concludes with some broad precepts about how symbolic representations might best be presented in chemical education. 

Ladhams Zieba, M. (2004). Teaching and learning about reaction mechanisms in organic chemistry. PhD thesis. University of Western Australia, http //theses.library.uwa.edu.au/ adt-WU2005.0035/ (accessed October 2007). 

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. 

Kress, G., Jewitt, C., Ogborn, J., Tsatsarelis, C. (2001). Multimodal teaching and learning The Rheotorics of the science classroom. London, New York Continuum. 

Chitdeborough, G. D., Treagust, D. E, Mocerino, M. (2002, Eebruaiy 2002). Constraints to the development of first year university chemistry students mental models of chemical phenomena. Presented at the 11th Annual Teaching and Learning Eorum for Western Australian Universities, Edith Cowan University, Australia. 

DfES (2003). Strengthening teaching and learning of energy in Key Stage 3 science. London Key Stage 3 National Strategy, Department for Education and Skills. 

Pope, M., Watts, M. (1988). Constructivist goggles Implications for process in teaching and learning physics. European Journal of Physics, 9, 101-109. 

Totally expository laboratories ntiss some of the desirable aims of laboratory work belonging to the receptive forms of teaching and learning. The reform movement in science educatiorr, which is based on standards (National Research Council, 1996 2000), recommends a break away from exclusively receptive instruction. On the other hand, totally inquiry laboratories are crrrrently probably impracticable not only in schools but also in universities. Nevertheless, Johnstone and Al-Shuaih (2001, p. 49) supported the idea that a core of expository laboratories with substantial irrserts of inqtriry will go a long way towards achieving the desirable aims of laboratory work . 

White, R., Gunstone, R., Elterman, E., Macdonald, L, McKittrick, B., Mills, D., Mulhall, P. (1995). Students perceptions of teaching and learning in first-year university physies. Research in Science Education, 25, 465 76. 

Gabel, D. (1999). Improving teaching and learning through chemistry education research A look at the future. Journal of Chemical Education, 76(4), 548-554. 

Garnett, P. J., Garnett, P. J., Hackling, M. W. (1995). Students alternative conceptions in chemistry A review of research and implications for teaching and learning. Studies in Science Education, 25, 69-95. 

Chemical Diagrams and Their Importance in Teaching and Learning... 

Using Sub-micro Diagrams Effectively in the Teaching and Learning of Chemistry... 

Mayer, R. (2002). Cognitive theory and the design of multimedia instruction New Directions for Teaching and Learning, 89, 55-71. 

This section consists of five papers, each taking a different approach in addressing the challenges that are posed by teaching and learning about the triplet relationship. 

---