Teaching Chemistry: A Studybook, a Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers

✍ Scribed by Ingo Eilks (editor), Avi Hofstein (editor)

• Publisher: Brill Academic Pub
• Year: 2013
• Tongue: English
• Leaves: 346
• Category: Library

✦ Synopsis

This book focuses on developing and updating prospective and practicing chemistry teachers’ pedagogical content knowledge. The 11 chapters of the book discuss the most essential theories from general and science education, and in the second part of each of the chapters apply the theory to examples from the chemistry classroom.

✦ Table of Contents

Teaching Chemistry – A Studybook: A Practical Guide and Textbook for Student Teachers,Teacher Trainees and Teachers
CONTENTS
INTRODUCTION
A book to support reform towards modern chemistry teaching
The content and the chapters
The target audience and the idea of a studybook
The structure of the books’ chapters
1. HOW TO ALLOCATE THE CHEMISTRY CURRICULUM BETWEEN SCIENCE AND SOCIETY
THEORETICAL BASIS
Preparing future scientists vs. science education for all
The idea of the curriculum emphases
Basic orientations of the chemistry curriculum
“Knowledge Development in Chemistry”-oriented science curricula
From “Fundamental Chemistry” driven curricula to context-based learning
Curricula based on the “Chemistry, Technology, and Society” approach
Education for Sustainable Development (ESD) and the chemistry curriculum
Hindering factors in curriculum innovation and the model of differentrepresentations of a curriculum
THE PRACTICE OF CHEMISTRY TEACHING
Structure of the discipline (SOD) approaches towards the chemistry curriculum
Chemistry curricula base or focusing on the history of science (HOS)
Context-based chemistry curricula
Socio-scientific issues based chemistry teaching
Education for Sustainable Development (ESD) and chemistry teaching
SUMMARY: KEY SENTENCES
ASK YOURSELF
HINTS FOR FURTHER READING
RESOURCES FROM THE INTERNET
REFERENCES
2. HOW TO OUTLINE OBJECTIVES FOR CHEMISTRY EDUCATION AND HOW TO ASSESS THEM
THEORETICAL BASIS
What are the general aims of formal chemistry education?
Justifying scientific/chemical literacy for all
Attainment of chemical literacy
Curriculum emphases as indicators of the curriculum justification
Organisation of chemistry in the formal school curriculum
The meaning of relevance in the formal curriculum
The role of assessment for learning and curriculum innovation
Pedagogical recommendations for attainment of chemical literacy
THE PRACTICE OF CHEMISTRY TEACHING
Setting up objectives for chemistry teaching
Assessing levels of understanding chemistry and interdisciplinarity
Use alternative assessments in chemistry lessons
Assessing chemical literacy by understanding and extracting meanings fromadapted scientific articles
Embedded assessment
SUMMARY: KEY SENTENCES
ASK YOURSELF
HINTS FOR FURTHER READING
RESOURCES FROM THE INTERNET
REFERENCES
3. HOW TO MOTIVATE STUDENTS AND RAISE THEIR INTEREST IN CHEMISTRY EDUCATION
THEORETICAL BASIS
What do the terms 'motivation' and 'interest' mean?
Development of motivation and interests: The Self-Determination-Theory ofMotivation
The MoLE (Motivational Learning Environment) Mode
Insights into students’ interests
Theoretical suggestions to enhance motivation
A model of learner motivational characteristics and pedagogies
THE PRACTICE OF CHEMISTRY TEACHING
General strategies
An example of how chemistry education can be designed to motivate the students
A checklist for stimulating motivation and interest in chemistry classes
How to assess motivation in chemistry education? – An example
SUMMARY: KEY SENTENCES
ASK YOURSELF
HINTS FOR FURTHER READING
RESOURCES FROM THE INTERNET
REFERENCES
4. HOW TO BALANCE CHEMISTRY EDUCATION BETWEEN OBSERVING PHENOMENA AND THINKING IN MODELS
THEORETICAL BASIS
Educational framework
Multiple meanings in teaching and learning chemistry
Models and modelling in chemistry
Students’ difficulties in understanding multiple meanings and models
Difficulties with the relation between macro domain and submicro domain.
Difficulties with the relation between symbolic domain and macro or submicrodomain.
Difficulties with the relation between process domain and other domains.
Difficulties with models.
Factors explaining students’ difficulties
THE PRACTICE OF CHEMISTRY TEACHING
Teaching multiple meanings
Teaching about models
Teaching with analogical models
Teaching about modelling
Taking students’ (alternative) conceptions into account
Teaching with cognitive conflicts
Tools for identifying students' (alternative) conceptions
Students' tasks for analysing submicro diagrams.
Five provocative pieces as food for further thinking
SUMMARY: KEY SENTENCES
ASK YOURSELF
HINTS FOR FURTHER READING
RESOURCES FROM THE INTERNET
REFERENCES
5. HOW TO DEAL WITH LINGUISTIC ISSUES IN CHEMISTRY CLASSES
THEORETICAL BASIS
Why focus on language in chemistry education
The role of language in the learning of chemistry
Learning the language of chemistry
Linguistic heterogeneity in chemistry classes
THE PRACTICE OF CHEMISTRY TEACHING
Planning chemistry lessons with recognition of linguistic issues
Visual tools to facilitate better comprehension of words and concepts
Vocabulary and semantic tools
Activities for learning the technical language of chemistry
SUMMARY: KEY SENTENCES
ASK YOURSELF
HINTS FOR FURTHER READING
RESOURCES FROM THE INTERNET
REFERENCES
6. HOW TO LEARN IN AND FROM THE CHEMISTRY LABORATORY
THEORETICAL BASIS
The history of the laboratory in school chemistry education
The role of the experiment for the generation of knowledge in science and inscience education
The chemistry laboratory: A unique learning environment
How are laboratories used? – Teachers’ and students’ practice
The laboratory as a platform for developing learning skills
Different modes of instruction in the chemistry laboratory
Using ICT in the chemistry laboratory
Problems that inhibit the effectiveness of practical work
Research on the effects of the inquiry laboratory
A vision of contemporary laboratory work in chemistry education
THE PRACTICE OF CHEMISTRY TEACHING
Two different approaches to teaching the same thing
Analysing the role of the students and teacher in the laboratory
Understanding skills development in laboratory lesson
Organizing the work in the laboratory classroom
The assessment of the students ' achievement and progress in the chemistry laboratory
SUMMARY: KEY SENTENCES
ASK YOURSELF
HINTS FOR FURTHER READING
RESOURCES FROM THE INTERNET
REFERENCES
7. HOW TO ORGANISE THE CHEMISTRY CLASSROOM IN A STUDENT-ACTIVE MODE
THEORETICAL BASIS
From teacher-centred teaching to student-centred learning
From behaviourism to social constructivism
Cooperative learning to promote student-active learning
An analytical toolfor reflecting on classroom interaction
The variety of methods for making students active – Hands on and minds on
THE PRACTICE OF CHEMISTRY TEACHING
Methods for activating and structuring students ' thoughts
Methods for stimulating communication for more effective chemistry learning
Methods for learning chemistry in a cooperative mode
Scenic interpretations, drama, role-play, and the mimicking authentic practices inchemistry education
SUMMARY: KEY SENTENCES
ASK YOURSELF
HINTS FOR FURTHER READING
RESOURCES FROM THE INTERNET
REFERENCES
8. HOW TO PROMOTE CHEMISTRY LEARNING THROUGH THE USE OF ICT
THEORETICAL BASIS
Information and communication technology for learning
Use of ICT in science education
Learning with visualisations: The dual-coding theory
Motivation and interaction: Arguments for the use of ICT in chemistry education
Research reporting on visualisations in laboratories: Molecular modelling, anddata representation involving ICT
Animated visuals in chemistry teaching
Interactive whiteboards in chemistry teaching
Sensors, data collection, analysis, and communication
Use of the World Wide Web in chemistry teaching
What do future ICT skills in chemistry entail?
THE PRACTICE OF CHEMISTRY TEACHING
ICT learning environments and pedagogical approaches
Using audience participation software and interactive whiteboards
Using sensors and data collectors
SUMMARY: KEY SENTENCES
ASK YOURSELF
HINTS FOR FURTHER READING
RESOURCES FROM THE INTERNET
REFERENCES
9. HOW TO BENEFIT FROM THE INFORMAL AND INTERDISCIPLINARY DIMENSION OF CHEMISTRY IN TEACHING
THEORETICAL BASIS
Conceptualising non-formal and informal learning
Practical examples of non-formal and informal learning
Relationship between chemistry and other school subjects
THE PRACTICE OF CHEMISTRY TEACHING
Encouraging the engagement of potential learners
Addressing negative attitudes to chemistry
The quality of learning of chemical ideas
Using modern chemical contexts
Non-formal education
Work-integrated learning
SUMMARY: KEY SENTENCES
ASK YOURSELF
HINTS FOR FURTHER READING
RESOURCES FROM THE INTERNET
REFERENCES
10. HOW TO KEEP MYSELF BEING A PROFESSIONAL CHEMISTRY TEACHER
THEORETICAL BASIS
Teachers' knowledge and the needfor life-long teachers ' professional learning
The different foci of chemistry teachers’ professional knowledge base
Understanding professional development
From theory to practice
THE PRACTICE OF CHEMISTRY TEACHING
Traditional approaches to teachers’ continuous professional development
Evidence-based continuous professional development (CPD) courses
Collaborative educational research and development for CPD
Teachers develop and research their own practice by Participatory ActionsResearch (PAR)
SUMMARY: KEY SENTENCES
ASK YOURSELF
HINTS FOR FURTHER READING
RESOURCES FROM THE INTERNET
REFERENCES
11. HOW TO TEACH SCIENCE IN EMERGING AND DEVELOPING ENVIRONMENTS
THEORETICAL BASIS
Why teach chemistry in emerging and developing country environments?
The context for chemistry education in developing countries
Type and format of the curriculum.
Assessment strategies and emphasis
THE PRACTICE OF CHEMISTRY TEACHING
SUMMARY: KEY SENTENCES
ASK YOURSELF
HINTS FOR FURTHER READING
RESOURCES FROM THE INTERNET
REFERENCES
CONTRIBUTORS
INDEX