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Author: Diane M. Bunce
Publisher: ACS Symposium
ISBN: 9780841230286
Category : Science
Languages : en
Pages : 0
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Book Description
A companion to 'Nuts and Bolts of Chemical Education Research', 'Tools of Chemistry Education Research' provides a continuation of the dialogue regarding chemistry education research.
Author: Diane M. Bunce
Publisher: ACS Symposium
ISBN: 9780841230286
Category : Science
Languages : en
Pages : 0
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Book Description
A companion to 'Nuts and Bolts of Chemical Education Research', 'Tools of Chemistry Education Research' provides a continuation of the dialogue regarding chemistry education research.
Author: Prof. Dr. Murbangun Nuswowati, M.Si
Publisher: wawasan Ilmu
ISBN: 6235984537
Category : Education
Languages : en
Pages :
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Book Description
The Chemistry Education study program curriculum explains that each student must write an undergraduate thesis following the academic guideline. The students must draft an undergraduate thesis proposal presented in a seminar attended by students and their thesis supervisors. It performs before conducting research. The course materials for the Chemical Education Research Methodology aim are to equip the students to enhance their skills in writing research proposals. This course material is for 6th-semester students of the Chemical Education study program. The course materials comprise eight chapters: 1) Basic Concepts of Quantitative, Qualitative and Mixed Research; 2) Educational Research Paradigm and Basic Concepts of Educational Research;3) Research Variables; 4) Types of Educational Research; 5) Scopeof Research and Types of Research that are Trending; 6) Citing J ournal Articles and Procedures for Writing Scientific Papers and Their Application; 7) Compilation of Research Instruments; 8) Data Collection Techniques and Research Data Analysis. The course materials are arranged in a thought, systematic manner and use language that students easily understand. The comprehensive explanations enable the students to understand the basic concept of research and educational research paradigms currently trending in solving academic problems. Further, the course materials explain various data collection techniquesand research data analysis. In addition, this course material also explains how students report their research results in the form of scientific papers. The students are expected to improve their writing skills in compiling an undergraduate thesis proposal by studying this book.
Author: Diane M. Bunce
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 256
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Book Description
The purpose of this book is to address the key elements of planning chemical education research projects and educational outreach/evaluation components of science grants from a pragmatic point of view.
Author: J.K. Gilbert
Publisher: Springer Science & Business Media
ISBN: 1402011121
Category : Science
Languages : en
Pages : 434
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Book Description
Chemical education is essential to everybody because it deals with ideas that play major roles in personal, social, and economic decisions. This book is based on three principles: that all aspects of chemical education should be associated with research; that the development of opportunities for chemical education should be both a continuous process and be linked to research; and that the professional development of all those associated with chemical education should make extensive and diverse use of that research. It is intended for: pre-service and practising chemistry teachers and lecturers; chemistry teacher educators; chemical education researchers; the designers and managers of formal chemical curricula; informal chemical educators; authors of textbooks and curriculum support materials; practising chemists and chemical technologists. It addresses: the relation between chemistry and chemical education; curricula for chemical education; teaching and learning about chemical compounds and chemical change; the development of teachers; the development of chemical education as a field of enquiry. This is mainly done in respect of the full range of formal education contexts (schools, universities, vocational colleges) but also in respect of informal education contexts (books, science centres and museums).
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309254140
Category : Education
Languages : en
Pages : 282
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Book Description
The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.
Author: Madeleine Schultz
Publisher: Springer
ISBN: 9811369984
Category : Science
Languages : en
Pages : 275
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Book Description
This book brings together fifteen contributions from presenters at the 25th IUPAC International Conference on Chemistry Education 2018, held in Sydney. Written by a highly diverse group of chemistry educators working within different national and institutional contexts with the common goal of improving student learning, the book presents research in multiple facets of the cutting edge of chemistry education, offering insights into the application of learning theories in chemistry combined with practical experience in implementing teaching strategies. The chapters are arranged according to the themes novel pedagogies, dynamic teaching environments, new approaches in assessment and professional skills – each of which is of substantial current interest to the science education communities. Providing an overview of contemporary practice, this book helps improve student learning outcomes. Many of the teaching strategies presented are transferable to other disciplines and are of great interest to the global community of tertiary chemistry educators as well as readers in the areas of secondary STEM education and other disciplines.
Author: Ingo Eilks
Publisher: Royal Society of Chemistry
ISBN: 1782625135
Category : Education
Languages : en
Pages : 283
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Book Description
Two recent initiatives from the EU, namely the Bologna Process and the Lisbon Agenda are likely to have a major influence on European Higher Education. It seems unlikely that traditional teaching approaches, which supported the elitist system of the past, will promote the mobility, widened participation and culture of 'life-long learning' that will provide the foundations for a future knowledge-based economy. There is therefore a clear need to seek new approaches to support the changes which will inevitably occur. The European Chemistry Thematic Network (ECTN) is a network of some 160 university chemistry departments from throughout the EU as well as a number of National Chemical Societies (including the RSC) which provides a discussion forum for all aspects of higher education in chemistry. This handbook is a result of one of their working groups, who identified and collated good practice with respect to innovative methods in Higher Level Chemistry Education. It provides a comprehensive overview of innovations in university chemistry teaching from a broad European perspective. The generation of this book through a European Network, with major national chemical societies and a large number of chemistry departments as members make the book unique. The wide variety of scholars who have contributed to the book, make it interesting and invaluable reading for both new and experienced chemistry lecturers throughout the EU and beyond. The book is aimed at chemistry education at universities and other higher level institutions and at all academic staff and anyone interested in the teaching of chemistry at the tertiary level. Although newly appointed teaching staff are a clear target for the book, the innovative aspects of the topics covered are likely to prove interesting to all committed chemistry lecturers.
Author: Keith S Taber
Publisher: Royal Society of Chemistry
ISBN: 1782624600
Category : Education
Languages : en
Pages : 402
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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: 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’.
Author: Javier García-Martínez
Publisher: John Wiley & Sons
ISBN: 3527336052
Category : Technology & Engineering
Languages : en
Pages : 794
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Book Description
Winner of the CHOICE Outstanding Academic Title 2017 Award This comprehensive collection of top-level contributions provides a thorough review of the vibrant field of chemistry education. Highly-experienced chemistry professors and education experts cover the latest developments in chemistry learning and teaching, as well as the pivotal role of chemistry for shaping a more sustainable future. Adopting a practice-oriented approach, the current challenges and opportunities posed by chemistry education are critically discussed, highlighting the pitfalls that can occur in teaching chemistry and how to circumvent them. The main topics discussed include best practices, project-based education, blended learning and the role of technology, including e-learning, and science visualization. Hands-on recommendations on how to optimally implement innovative strategies of teaching chemistry at university and high-school levels make this book an essential resource for anybody interested in either teaching or learning chemistry more effectively, from experience chemistry professors to secondary school teachers, from educators with no formal training in didactics to frustrated chemistry students.
