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Author: Keith S Taber
Publisher: Royal Society of Chemistry
ISBN: 1788017846
Category : Education
Languages : en
Pages : 403
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Book Description
The features of chemistry that make it such a fascinating and engaging subject to teach also contribute to it being a challenging subject for many learners. Chemistry draws upon a wide range of abstract concepts, which are embedded in a large body of theoretical knowledge. As a science, chemistry offers ideas that are the products of scientists’ creative imaginations, and yet which are motivated and constrained by observations of natural phenomena. Chemistry is often discussed and taught largely in terms of non-observable theoretical entities - such as molecules and electrons and orbitals - which probably seem as familiar and real to a chemistry teacher as Bunsen burners: and, yet, comprise a realm as alien and strange to many students as some learners’ own alternative conceptions (‘misconceptions’) may appear to the teacher. All chemistry teachers know that chemistry is a conceptual subject, especially at the upper end of secondary school and at university level, and that some students struggle to understand many chemical ideas. This book offers a step-by-step analysis and discussion of just why some students find chemistry difficult, by examining the nature of chemistry concepts, and how they are communicated and learnt. The book considers the idea of concepts itself; draws upon case studies of how canonical chemical concepts have developed; explores how chemical concepts become represented in curriculum and in classroom teaching; and discusses how conceptual learning and development occurs. This book will be invaluable to anyone interested in teaching and learning and offers guidance to teachers looking to make sense of, and respond to, the challenges of teaching chemistry.
Author: Keith S Taber
Publisher: Royal Society of Chemistry
ISBN: 1788017846
Category : Education
Languages : en
Pages : 403
Get Book Here
Book Description
The features of chemistry that make it such a fascinating and engaging subject to teach also contribute to it being a challenging subject for many learners. Chemistry draws upon a wide range of abstract concepts, which are embedded in a large body of theoretical knowledge. As a science, chemistry offers ideas that are the products of scientists’ creative imaginations, and yet which are motivated and constrained by observations of natural phenomena. Chemistry is often discussed and taught largely in terms of non-observable theoretical entities - such as molecules and electrons and orbitals - which probably seem as familiar and real to a chemistry teacher as Bunsen burners: and, yet, comprise a realm as alien and strange to many students as some learners’ own alternative conceptions (‘misconceptions’) may appear to the teacher. All chemistry teachers know that chemistry is a conceptual subject, especially at the upper end of secondary school and at university level, and that some students struggle to understand many chemical ideas. This book offers a step-by-step analysis and discussion of just why some students find chemistry difficult, by examining the nature of chemistry concepts, and how they are communicated and learnt. The book considers the idea of concepts itself; draws upon case studies of how canonical chemical concepts have developed; explores how chemical concepts become represented in curriculum and in classroom teaching; and discusses how conceptual learning and development occurs. This book will be invaluable to anyone interested in teaching and learning and offers guidance to teachers looking to make sense of, and respond to, the challenges of teaching chemistry.
Author: Keith S Taber
Publisher: Royal Society of Chemistry
ISBN: 1839167459
Category : Education
Languages : en
Pages : 403
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Book Description
This book offers a step-by-step analysis and discussion of just why some students find chemistry difficult, by examining the nature of chemistry concepts, and how they are communicated and learnt.
Author: Dmitry Ivanovich Mendeleyev
Publisher:
ISBN:
Category : Ether (Space).
Languages : en
Pages : 64
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Book Description
Author: Abhik Ghosh
Publisher: John Wiley & Sons
ISBN: 1118007085
Category : Science
Languages : en
Pages : 323
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Book Description
What’s it really like to be a chemist? Leading chemists share what they do, how they do it, and why they love it. “Letters to a young ...” has been a much-loved way for professionals in a field to convey their enthusiasm and the realities of what they do to the next generation. Now, Letters to a Young Chemist does the same for the chemical sciences. Written with a humorous touch by some of today’s leading chemists, this book presents missives to “Angela,” a fictional undergraduate considering a career in chemistry. The different chapters offer a mix of fundamental principles, contemporary issues, and challenges for the future. Marye Anne Fox, Chancellor of the University of California San Diego, talks about learning to do research and modern physical organic chemistry. Brothers Jonathan and Daniel Sessler explain the chemistry of anesthetics that make modern surgery possible while Elizabeth Nolan talks about biological imaging. Terry Collins talks about green chemistry, a more sustainable way of doing chemistry, while several authors including Carl Wamser, Harry Gray, John Magyar, and Penny Brothers discuss the crucial contributions that chemists can make in meeting global energy needs. Letters to a Young Chemist gives students and professionals alike a unique window into the real world of chemistry. Entertaining, informative, and full of honest and inspiring advice, it serves as a helpful guide throughout your education and career. “The different chapters describe both the wonders of the molecular world and the practical benefits afforded by chemistry ... and if any girl out there thinks that chemistry is a man’s world, this book should be a good antidote.” —Marye Anne Fox, Chancellor of the University of California, San Diego, and winner of the 2009 US National Medal of Science “Letters to a Young Chemist offers significant ammunition for motivating young people to consider chemistry as a career. ... This book should also be required reading for all faculty members who teach chemistry in high schools, colleges, and universities.” —Stephen J. Lippard, Arthur Amos Noyes Professor of Chemistry, Massachusetts Institute of Technology, and winner of the 2006 US National Medal of Science
Author:
Publisher: Elsevier
ISBN: 008093076X
Category : Science
Languages : en
Pages : 560
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Book Description
Philosophy of Chemistry investigates the foundational concepts and methods of chemistry, the science of the nature of substances and their transformations. This groundbreaking collection, the most thorough treatment of the philosophy of chemistry ever published, brings together philosophers, scientists and historians to map out the central topics in the field. The 33 articles address the history of the philosophy of chemistry and the philosophical importance of some central figures in the history of chemistry; the nature of chemical substances; central chemical concepts and methods, including the chemical bond, the periodic table and reaction mechanisms; and chemistry's relationship to other disciplines such as physics, molecular biology, pharmacy and chemical engineering. This volume serves as a detailed introduction for those new to the field as well as a rich source of new insights and potential research agendas for those already engaged with the philosophy of chemistry. - Provides a bridge between philosophy and current scientific findings - Encourages multi-disciplinary dialogue - Covers theory and applications
Author: Jacobus Henricus Hoff
Publisher:
ISBN:
Category : Chemical equilibrium
Languages : en
Pages : 314
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Book Description
Author: Keith Taber
Publisher: Royal Society of Chemistry
ISBN: 9780854043866
Category : Education
Languages : en
Pages : 204
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Book Description
Part one includes information on some of the key alternative conceptions that have been uncovered by research and general ideas for helping students with the development of scientific conceptions.
Author: K. Fukui
Publisher: Springer Science & Business Media
ISBN: 3642619177
Category : Science
Languages : en
Pages : 141
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Book Description
Many organic chemists will agree with me that the old "electronic theory" has for a long time been inadequate for the interpretation of various new findings in chemistry, particularly for those of reactivity. Considering the outstanding progress which has been made during the past 20 years in the interpretation of these facts, aided by the molecular orbital theory, the time has finally come for a new book showing what is within and what is beyond the reach of quantum-chemical methods. It was therefore highly suitable that Dr. F. L. Boschke of the Springer Verlag suggested to me to make a contribution to a volume in the series "Topics in Current Chemistry" in February 1969. The article was published as Vol. 15, No 1 in June 1970. This new book is an expanded version of the article written in 1970. In this present volume several of the most up-to-date findings which have been gained in organic chemistry since then have been added. It is highly probable that a certain "theoretical" design in the experimenta lists' mind may have been the reason for these developments, whether they themselves are aware of it or not. Theory produces new experimental ideas and conversely, a host of experimental data add another vista to new theories. Due to the mutual beneficial effect of theory and experiment this book will always retain its value, although the quantum-chemical approach to the theory of reactivity is, of course, still in the develop mental stage.
Author: William A. Goddard
Publisher:
ISBN:
Category : Chemical bonds
Languages : en
Pages :
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Book Description
Author: Keith S. Taber
Publisher: Routledge
ISBN: 135123384X
Category : Education
Languages : en
Pages : 187
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Book Description
Chemistry is a subject that has the power to engage and enthuse students but also to mystify and confound them. Effective chemistry teaching requires a strong foundation of subject knowledge and the ability to transform this into teachable content which is meaningful for students. Drawing on pedagogical principles and research into the difficulties that many students have when studying chemical concepts, this essential text presents the core ideas of chemistry to support new and trainee chemistry teachers, including non-specialists. The book focuses on the foundational ideas that are fundamental to and link topics across the discipline of chemistry and considers how these often complex notions can be effectively presented to students without compromising on scientific authenticity. Chapters cover: the nature of chemistry as a science the chemistry triplet substances and purity in chemistry the periodic table energy in chemistry and chemical bonding contextualising and integrating chemical knowledge Whilst there are a good many books describing chemistry and many others that offer general pedagogic guidance on teaching science, Foundations for Teaching Chemistry provides accounts of core chemical topics from a teaching perspective and offers new and experienced teachers support in developing their own ‘chemical knowledge for teaching’.
