Learning with Understanding in the Chemistry Classroom 2014th ed. H 260 p. 14
内容
The purpose of this book is to present current research and thinking about teaching and learning chemistry. The contributing authors critically examine various approaches and teaching strategies based on students' active engagement. The successful learning of chemistry allows students to gain an understanding of basic concepts which are essential for chemistry. In order to lead to the desired outcome, i.e. students acquiring chemical content knowledge, it is important to make knowledge meaningful for students. In this volume researchers in chemistry and science education describe new productive strategies for teaching and learning with understanding in the chemistry classroom from elementary to university level. Based on current research data, this volume discusses the development of teaching strategies such as the role of cooperative and collaborative learning, context-based learning approaches and the use of ICT in the chemistry classroom. All chapters address specific problems in the teaching and learning of chemistry, such as the effects of active learning on students' knowledge, motivation and working memory for learning chemistry, developing predictive models in the chemistry classroom, the effect of integrating the triple nature of chemical concepts on chemistry learning. Section one focuses on the development of teaching strategies using macro, sub-micro and symbolic representations of chemical concepts and considering context in learning chemistry. Section two focuses on cooperative and collaborative learning and other current teaching approaches in chemistry education. The third section deals with curriculum reform and its impact on teachers and teacher education.
