By Javier García-Martínez, Elena Serrano-Torregrosa, Peter W. Atkins
Winner of the alternative remarkable educational identify 2017 Award
This accomplished selection of top-level contributions offers a radical overview of the colourful box of chemistry schooling. Highly-experienced chemistry professors and schooling specialists conceal the most recent advancements in chemistry studying and instructing, in addition to the pivotal function of chemistry for shaping a extra sustainable destiny.
Adopting a practice-oriented technique, the present demanding situations and possibilities posed by way of chemistry schooling are seriously mentioned, highlighting the pitfalls which may take place in instructing chemistry and the way to bypass them. the most issues mentioned contain most sensible practices, project-based schooling, mixed studying and the function of expertise, together with e-learning, and technological know-how visualization.
Hands-on tips on tips to optimally enforce leading edge concepts of educating chemistry at college and high-school degrees make this e-book a vital source for anyone attracted to both instructing or studying chemistry extra successfully, from event chemistry professors to secondary university lecturers, from educators with out formal education in didactics to annoyed chemistry students.
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Additional resources for Chemistry Education: Best Practices, Opportunities and Trends
The ﬂow of ideas in many learning resources at both the secondary and ﬁrst-year postsecondary levels starts with facts and concepts to be learned – often presented in isolation from the evidence that underlies those facts, and then moves to applications of those concepts. A good example is found in treatment of structure and bonding of molecular substances, where the sequence of learning often begins with theories of bonding, such as hybridization and Valence Shell Electron Pair Repulsion (VSEPR) theory, before any evidence of experimental geometries, and without discussion of the nature and complementarity of diﬀerent theories and models to explain that experimental evidence.
As early as 1993, the ACS Chemistry in Context textbook for teaching chemistry to university students majoring in disciplines other than science has taught chemistry through real-world examples that engage students on multiple levels: their individual health and well-being, the health of their local communities, and the health of wider ecosystems that sustain life on Earth. Despite the success of this initiative, large inertia barriers have been experienced in extending similar approaches into courses for science majors.
Chapter 10, by Prof. , focuses on CBL pedagogy. As pointed out by the authors, chemistry seems to be an interesting and encouraging area for some students, while others do not see relevance for it to their own life and interests. The CBL pedagogy aims to overcome this challenge by not only linking chemistry to applications that often refer to daily life or societal issues but also linking chemistry to modern research and development. In a similar way, in Chapter 11 Prof. Judith C. Pöe of the University of Toronto Mississauga carefully reviews the use of PBL, a process by which the content and methods of a discipline are learned in an environment in which they are to be used to address a real-world problem, on the learning and teaching of chemistry.