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Learning with Understanding in the Chemistry Classroom

  • Iztok Devetak
  • Saša Aleksij Glažar

Table of contents

  1. Front Matter
    Pages i-xvii
  2. Section I Teaching and Learning Chemistry

  3. Section I Teaching and Learning Chemistry

  4. Section II Approaches in Chemistry Teaching for Learning with Understanding

    1. Front Matter
      Pages 127-128
    2. George M. Bodner, Patricia A. Metz, Kirsten Lowrey Casey
      Pages 129-148
    3. Torsten Witteck, Katharina Beck, Bettina Most, Stephan Kienast, Ingo Eilks
      Pages 165-187
  5. Section II Approaches in Chemistry Teaching for Learning with Understanding

  6. Section III Curriculum Reform and Teachers

    1. Front Matter
      Pages 303-304
    2. Richard K. Coll, Chanyah Dahsah, Sanoe Chairam, Ninna Jansoon
      Pages 305-344
    3. Yehudit Judy Dori, Miriam Barak, Miriam Carmi
      Pages 345-373
  7. Back Matter
    Pages 397-418

About this book

Introduction

This volume offers a critical examination of a variety of conceptual approaches to teaching and learning chemistry in the classroom. Presenting up-to-date research and theory and featuring contributions by respected academics on several continents, it explores ways of making chemical knowledge meaningful and relevant to students as well as strategies for effectively communicating the core concepts essential for developing a robust understanding of the subject.

 

Structured in three sections, the contents deal first with teaching and learning chemistry, discussing general issues and pedagogical strategies using macro, sub-micro and symbolic representations of chemical concepts. Researchers also describe new and productive teaching strategies. The second section examines specific approaches that foster learning with understanding, focusing on techniques such as cooperative learning, laboratory activities, multimedia simulations, and role-playing. The final part of the book details learner-centered active chemistry learning methods, active computer-aided learning, and trainee chemistry teachers` use of student-centered learning during their pre-service education. Comprehensive and highly relevant, this new publication makes a significant contribution to the continuing task of making chemistry classes engaging and effective.

Keywords

active learning chemical concepts chemical education chemie im kontext chemistry education chemistry students chemistry teachers conceptual learning context in learning chemistry cooperative learning in chemistry learning chemical concepts learning chemistry predict-observe-explain instructional strategy science education teaching chemistry

Editors and affiliations

  • Iztok Devetak
    • 1
  • Saša Aleksij Glažar
    • 2
  1. 1.University of LjubljanaLjubljanaSlovenia
  2. 2.University of LjubljanaLjubljanaSlovenia

Bibliographic information