Teaching framework

Virtual and remote laboratories (VRLs) are e-leaming resources that enhance the accessibility of experimental setups providing a distance teaching framework which meets the student s hands-on learning needs [7], They have been considered as one of the five major shifts in a century of engineering education, thanks to the influence of information and computational technologies [8],... 

The use of quantum mechanics, or more specifically, orbitals and electronic configurations in teaching general chemistry is now such a widespread trend that it would be utterly futile to try to reverse it. Moreover, orbitals and configurations have been extremely useful in providing a theoretical framework for the unification of a multitude of chemical facts. 

Use the concepts of Curriculum Emphases and the framework of Normal Chemistry Education as instmments to articulate the new vision on the chemistiy curriculum in terms of design criteria, i.e. a new conjectural vision to be operationalised by the design of exemplars of the teaching material in the formal (designed) curriculum. 

From the Model of Modelling framework and knowledge of stndents difficulties in learning chemical eqnilibrinm, we developed a modelling-based teaching sequence for this theme (Ferreira Jnsti, 2005). The seqnence provides students with opportuiuties to bnild, test and rebnild models in order to explain the occurrence of a given chemical reaction, the reversibility of that chemical reaction, the establishment of a chemical eqnilibrium in the system under stndy and the behavionr of the system when the eqnilibrinm is changed. The stndents were not directly introduced... 

One of the important elements of the Model of Modelling framework is the consideration of the snbject s previous ideas as one of the experiences needed to support the proposition of the mental model. In this teaching situation, students previous ideas, mainly those related to the kinetic particle model, were essential to the inclusion of fundamental attributes in their models (e.g., the dynamicity of the chemical transformation). 

This is the framework of teaching and learning methods that are nsed to communicate the substantive and syntactical stmcture of a snbject. This framework has been... 

Good research and development demands a knowledge and appreciation of the current state of the field, and pedagogical R D is no different in this respect. The framework for producing new materials 1 propose here grows directly from the goals 1 set out for my physical chemistry course and is conscious of the constraints inherent in the environment in which I teach. 

Teach a systems approach and systematic methods in the framework of a process design and integration introductory course. A period of 4—6 weeks fulltime (160 to 240h) should be sufficient. Here, a first process-integration project is proposed, which can be performed individually or in small groups. 

We will see later how the interpretation of organic structures as hydrocarbon frameworks supporting functional groups helps us to understand and rationalize the reactions of organic molecules. It also helps us to devise simple, clear ways of representing molecules on paper. You saw in Chapter 1 how we represented molecules on paper, and in the next section we shall teach you ways to draw (and ways not to draw) molecules—the handwriting of chemistry. This section is extremely important, because it will teach you how to communicate chemistry, clearly and simply, throughout your life as a chemist. 

I would find this edition particularly useful for its teaching/learning framework that focuses the learner on goals and expected outcomes. Case studies expedite discourse and critical thinking as do references and Internet sources. 

Now definitions or frameworks of modem thermodynamics in a broad sense, of classical thermodynamics, and of modem thermodynamics in a narrow sense are very clear. Modern thermodynamics in a broad sense includes all fields of thermodynamics (both classical thermodynamics and modem thermodynamics in a narrow sense) for any macroscopic system, but modem thermodynamics in a narrow sense includes only three fields of thermodynamics, i.e., nonequilibrium nondissipative thermodynamics, linear dissipative thermodynamics and nonlinear dissipative thermodynamics. The modem thermodynamics in a narrow sense should not be called nonequilibrium thermodynamics, because the classical nonequilibrium thermodynamics is not included. Meanwhile, the classical thermodynamics should only be applied to simpler systems without reaction coupling. That is, the application of classical thermodynamics to some modem inorganic syntheses and to the life science may be not suitable. Without the self-consistent classification of modem thermodynamics it was very difficult to really accept the term of modem thermodynamics even only for teaching courses. 

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