Chemistry Education Best Practices, Opportunities and Trends
, by Garcí; a-Martí; nez, Javier; Serrano-Torregrosa, Elena; Atkins, Peter W.
- ISBN: 9783527336050 | 3527336052
- Cover: Hardcover
- Copyright: 5/4/2015
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.
Javier Garcia-Martinez is Faculty member and Director of the Molecular Nanotechnology Lab at the University of Alicante, Spain, where he teaches at undergraduate and graduate levels, and created several courses on materials chemistry and nanotechnology. Javier has published extensively on chemistry, materials science, and nanotechnology and is inventor of more than twenty fi ve patents. He is Co-founder of Rive Technology, a VC-funded MIT spin-off commercializing hierarchical zeolites for energy applications and a fellow of the Royal Society of Chemistry, member of the Global Young Academy, the World Economic Forum, and of the Bureau of the International Union for Pure and Applied Chemistry. His latest books are "Nanotechnology for the Energy Challenge" (Wiley, 2014) and "The Chemical Element" (Wiley, 2011).
Elena Serrano-Torregrosa is a Research Fellow at the Molecular Nanotechnology Lab of the Inorganic Chemistry Department at the University of Alicante (Spain), where she has been teaching since 2009 and has created several courses on nanotechnology. She received her PhD in 2006 at the University of Basque Country, Spain (I?aki Mondragon). After a post-doctoral activity at the National Institute of Applied Sciences, INSA in France (Jean-Pierre Pascault), Elena joined the Molecular Nanotechnology Lab at the University of Alicante in 2009. Her current research interests are in the area of new synthetic pathways to prepare photoactive hybrid titania-based materials, in which she is working for three years. Her last book is "The Chemical Element" (Wiley, 2011).
Elena Serrano-Torregrosa is a Research Fellow at the Molecular Nanotechnology Lab of the Inorganic Chemistry Department at the University of Alicante (Spain), where she has been teaching since 2009 and has created several courses on nanotechnology. She received her PhD in 2006 at the University of Basque Country, Spain (I?aki Mondragon). After a post-doctoral activity at the National Institute of Applied Sciences, INSA in France (Jean-Pierre Pascault), Elena joined the Molecular Nanotechnology Lab at the University of Alicante in 2009. Her current research interests are in the area of new synthetic pathways to prepare photoactive hybrid titania-based materials, in which she is working for three years. Her last book is "The Chemical Element" (Wiley, 2011).
Foreword XXI
Preface XXV
List of Contributors XXXIII
Part I: Chemistry Education: A Global Endeavour 1
1 Chemistry Education and Human Activity 3
Peter Mahaffy
1.1 Overview 3
1.2 Chemistry Education and Human Activity 3
1.3 A Visual Metaphor: Tetrahedral Chemistry Education 4
1.4 Three Emphases on Human Activity in Chemistry Education 5
Acknowledgments 23
References 24
2 Chemistry Education That Makes Connections: Our Responsibilities 27
Cathy Middlecamp
2.1 What This Chapter Is About 27
2.2 Story #1: Does This Plane Have Wings? 28
2.3 Story #2: Coaching Students to “See” the Invisible 30
2.4 Story #3: Designing Super-Learning Environments for Our Students 34
2.5 Story #4: Connections to Public Health (Matthew Fisher) 37
2.6 Story #5: Green Chemistry Connections (Richard Sheardy) 39
2.7 Story #6: Connections to Cardboard (Garon Smith) 41
2.8 Story #7:Wisdom from the Bike Trail 44
2.9 Conclusion: The Responsibility to “Connect the Dots” 46
References 48
3 The Connection between the Local Chemistry Curriculum and Chemistry Terms in the Global News: The Glocalization Perspective 51
Mei-Hung Chiu and Chin-Cheng Chou
3.1 Introduction 51
3.2 Understanding Scientific Literacy 52
3.3 Introduction of Teaching Keywords-Based Recommendation System 55
3.4 Method 56
3.5 Results 57
3.6 Concluding Remarks and Discussion 65
3.7 Implications for Chemistry Education 68
Acknowledgment 70
References 70
4 Changing Perspectives on the Undergraduate Chemistry Curriculum 73
Martin J. Goedhart
4.1 The Traditional Undergraduate Curriculum 73
4.2 A Call for Innovation 74
4.3 Implementation of New Teaching Methods 78
4.4 A Competency-Based Undergraduate Curriculum 83
4.5 Conclusions and Outlook 92
References 93
5 Empowering Chemistry Teachers’ Learning: Practices and New Challenges 99
Jan H. van Driel and Onno de Jong
5.1 Introduction 99
5.2 Chemistry Teachers’ Professional Knowledge Base 102
5.3 Empowering Chemistry Teachers to Teach Challenging Issues 107
5.4 New Challenges and Opportunities to Empower Chemistry Teachers’ Learning 113
5.5 Final Conclusions and Future Trends 116
References 118
6 Lifelong Learning: Approaches to Increasing the Understanding of Chemistry by Everybody 123
John K. Gilbert and Ana Sofia Afonso
6.1 The Permanent Significance of Chemistry 123
6.2 Providing Opportunities for the Lifelong Learning of Chemistry 123
6.3 The Content and Presentation of Ideas for Lifelong Chemical Education 129
6.4 Pedagogy to Support Lifelong Learning 131
6.5 Criteria for the Selection of Media for Lifelong Chemical Education 133
6.6 Science Museums and Science Centers 133
6.7 Print Media: Newspapers and Magazines 134
6.8 Print Media: Popular Books 135
6.9 Printed Media: Cartoons, Comics, and Graphic Novels 136
6.10 Radio and Television 140
6.11 Digital Environments 141
6.12 Citizen Science 143
6.13 An Overview: Bringing About Better Opportunities for Lifelong Chemical Education 144
References 146
Part II: Best Practices and Innovative Strategies 149
7 Using Chemistry Education Research to Inform Teaching Strategies and Design of Instructional Materials 151
Renée Cole
7.1 Introduction 151
7.2 Research into Student Learning 153
7.3 Connecting Research to Practice 154
7.4 Research-Based Teaching Practice 165
7.5 Implementation 171
7.6 Continuing the Cycle 172
References 174
8 Research on Problem Solving in Chemistry 181
George M. Bodner
8.1 Why Do Research on Problem Solving? 181
8.2 Results of Early Research on Problem Solving in General Chemistry 184
8.3 What About Organic Chemistry 186
8.4 The “Problem-Solving Mindset” 192
8.5 An Anarchistic Model of Problem Solving 193
8.6 Conclusion 199
References 200
9 Do Real Work, Not Homework 203
Brian P Coppola
9.1 Thinking About Real Work 203
9.2 Attributes of Real Work 209
9.3 Learning from Real Work 239
9.4 Conclusions 245
Acknowledgments 247
References 247
10 Context-Based Teaching and Learning on School and University Level 259
Ilka Parchmann, Karolina Broman, Maike Busker, and Julian Rudnik
10.1 Introduction 259
10.2 Theoretical and Empirical Background for Context-Based Learning 260
10.3 Context-Based Learning in School: A Long Tradition with Still Long Ways to Go 261
10.4 Further Insights Needed: An On-Going Empirical Study on the Design and Effects of Learning from Context-Based Tasks 263
10.5 Context-Based Learning on University Level: Goals and Approaches 269
10.6 Conclusions and Outlook 275
References 276
11 Active Learning Pedagogies for the Future of Global Chemistry Education 279
Judith C. Poë
11.1 Problem-Based Learning 280
11.2 Service-Learning 290
11.3 Active Learning Pedagogies 296
11.4 Conclusions and Outlook 297
References 297
12 Inquiry-Based Student-Centered Instruction 301
Ram S. Lamba
12.1 Introduction 301
12.2 Inquiry-Based Instruction 303
12.3 The Learning Cycle and the Inquiry-Based Model for Teaching and Learning 304
12.4 Information Processing Model 308
12.5 Possible Solution 308
12.6 Guided Inquiry Experiments for General Chemistry: Practical Problems and Applications Manual 310
12.7 Assessment of the Guided-Inquiry-Based Laboratories 314
12.8 Conclusions 316
References 317
13 Flipping the Chemistry Classroom with Peer Instruction 319
Julie Schell and Eric Mazur
13.1 Introduction 319
13.2 What Is the Flipped Classroom? 320
13.3 How to Flip the Chemistry Classroom 325
13.4 Flipping Your Classroom with Peer Instruction 329
13.5 Responding to Criticisms of the Flipped Classroom 339
13.6 Conclusion: The Future of Education 341
Acknowledgments 341
References 341
14 Innovative Community-Engaged Learning Projects: From Chemical Reactions to Community Interactions 345
Claire McDonnell
14.1 The Vocabulary of Community-Engaged Learning Projects 345
14.2 CBL and CBR in Chemistry 349
14.3 Benefits Associated with the Adoption of Community-Engaged Learning 353
14.4 Barriers and Potential Issues When Implementing Community-Engaged Learning 360
14.5 Current and Future Trends 364
14.6 Conclusion 366
References 367
15 The Role of Conceptual Integration in Understanding and Learning Chemistry 375
Keith S. Taber
15.1 Concepts, Coherence, and Conceptual Integration 375
15.2 Conceptual Integration and Coherence in Science 381
15.3 Conceptual Integration in Learning 385
15.4 Conclusions and Implications 390
References 392
16 Learners Ideas, Misconceptions, and Challenge 395
Hans-Dieter Barke
16.1 Preconcepts and School-Made Misconceptions 395
16.2 Preconcepts of Children and Challenge 396
16.3 School-Made Misconceptions and Challenge 396
16.4 Best Practice to Challenge Misconceptions 415
16.5 Conclusion 419
References 419
17 The Role of Language in the Teaching and Learning of Chemistry 421
Peter E. Childs, Silvija Markic, and Marie C. Ryan
17.1 Introduction 421
17.2 The History and Development of Chemical Language 423
17.3 The Role of Language in Science Education 428
17.4 Problems with Language in the Teaching and Learning of Chemistry 430
17.5 Language Issues in Dealing with Diversity 437
17.6 Summary and Conclusions 441
References 442
Further Reading 445
18 Using the Cognitive Conflict Strategy with Classroom Chemistry Demonstrations 447
Robert (Bob) Bucat
18.1 Introduction 447
18.2 What Is the Cognitive Conflict Teaching Strategy? 448
18.3 Some Examples of Situations with Potential to Induce Cognitive Conflict 449
18.4 Origins of the Cognitive Conflict Teaching Strategy 451
18.5 Some Issues Arising from A Priori Consideration 453
18.6 A Particular Research Study 455
18.7 The Logic Processes of Cognitive Conflict Recognition and Resolution 459
18.8 Selected Messages from the Research Literature 461
18.9 A Personal Anecdote 465
18.10 Conclusion 466
References 467
19 Chemistry Education for Gifted Learners 469
Manabu Sumida and Atsushi Ohashi
19.1 The Gap between Students’ Images of Chemistry and Research Trends in Chemistry 469
19.2 The Nobel Prize in Chemistry from 1901 to 2012: The Distribution and Movement of Intelligence 470
19.3 Identification of Gifted Students in Chemistry 472
19.4 Curriculum Development and Implementation of Chemistry Education for the Gifted 477
19.5 Conclusions 484
References 486
20 Experimental Experience Through Project-Based Learning 489
Jens Josephsen and Søren Hvidt
20.1 Teaching Experimental Experience 489
20.2 Instruction Styles 492
20.3 Developments in Teaching 494
20.4 New Insight and Implementation 498
20.5 The Chemistry Point of View Revisited 511
20.6 Project-Based Learning 512
References 514
21 The Development of High-Order Learning Skills in High School Chemistry Laboratory: “Skills for Life” 517
Avi Hofstein
21.1 Introduction: The Chemistry Laboratory in High School Setting 517
21.2 The Development of High-Order Learning Skills in the Chemistry Laboratory 519
21.3 From Theory to Practice: How Are Chemistry Laboratories Used? 522
21.4 Emerging High-Order Learning Skills in the Chemistry Laboratory 523
21.5 Summary, Conclusions, and Recommendations 532
References 535
22 Chemistry Education Through Microscale Experiments 539
Beverly Bell, John D. Bradley, and Erica Steenberg
22.1 Experimentation at the Heart of Chemistry and Chemistry Education 539
22.2 Aims of Practical Work 540
22.3 Achieving the Aims 540
22.4 Microscale Chemistry Practical Work – “The Trend from Macro Is Now Established” 541
22.5 Case Study I: Does Scale Matter? Study of a First-Year University Laboratory Class 542
22.6 Case Study II: Can Microscale Experimentation Be Used Successfully by All? 543
22.7 Case Study III: Can Quantitative Practical Skills Be Learned with Microscale Equipment? 544
22.8 Case Study IV: Can Microscale Experimentation Help Learning the Scientific Approach? 554
22.9 Case Study V: Can Microscale Experimentation Help to Achieve the Aims of Practical Work for All? 555
22.10 Conclusions 559
References 559
Part III: The Role of New Technologies 563
23 Twenty-First Century Skills: Using theWeb in Chemistry Education 565
Jan Apotheker and Ingeborg Veldman
23.1 Introduction 565
23.2 How Can These New Developments Be Used in Education? 567
23.3 MOOCs (Massive Open Online Courses) 572
23.4 Learning Platforms 574
23.5 Online Texts versus Hard Copy Texts 575
23.6 Learning Platforms/Virtual Learning Environment 577
23.7 The Use of Augmented Reality in (In)Formal Learning 579
23.8 The Development of Mighty/Machtig 580
23.9 The Evolution of MIGHT-y 580
23.10 Game Play 581
23.11 Added Reality and Level of Immersion 582
23.12 Other Developments 586
23.13 Molecular City in the Classroom 587
23.14 Conclusion 593
References 593
24 Design of Dynamic Visualizations to Enhance Conceptual Understanding in Chemistry Courses 595
Jerry P. Suits
24.1 Introduction 595
24.2 Advances in Visualization Technology 598
24.3 Dynamic Visualizations and Student’s Mental Model 603
24.4 Simple or Realistic Molecular Animations? 607
24.5 Continuous or Segmented Animations? 608
24.6 Individual Differences and Visualizations 609
24.7 Simulations: Interactive, Dynamic Visualizations 611
24.8 Conclusions and Implications 615
Acknowledgments 616
References 616
25 Chemistry Apps on Smartphones and Tablets 621
Ling Huang
25.1 Introduction 621
25.2 Operating Systems and Hardware 625
25.3 Chemistry Apps in Teaching and Learning 626
25.4 Challenges and Opportunities in Chemistry Apps for Chemistry Education 646
25.5 Conclusions and Future Perspective 647
References 649
26 E-Learning and Blended Learning in Chemistry Education 651
Michael K. Seery and Christine O’Connor
26.1 Introduction 651
26.2 Building a Blended Learning Curriculum 652
26.3 Cognitive Load Theory in Instructional Design 654
26.4 Examples from Practice 655
26.5 Conclusion: Integrating Technology Enhanced Learning into the Curriculum 665
References 666
27 Wiki Technologies and Communities: New Approaches to Assessing Individual and Collaborative Learning in the Chemistry Laboratory 671
Gwendolyn Lawrie and Lisbeth Grøndahl
27.1 Introduction 671
27.2 Shifting Assessment Practices in Chemistry Laboratory Learning 672
27.3 Theoretical and Learning Design Perspectives Related to Technology-Enhanced Learning Environments 675
27.4 Wiki Learning Environments as an Assessment Platform for Students’ Communication of Their Inquiry Laboratory Outcomes 678
27.5 Practical Examples of the Application of Wikis to Enhance Laboratory Learning Outcomes 681
27.6 Emerging Uses of Wikis in Lab Learning Based on Web 2.0 Analytics And Their Potential to Enhance Lab Learning 684
27.7 Conclusion 688
References 689
28 New Tools and Challenges for Chemical Education: Mobile Learning, Augmented Reality, and Distributed Cognition in the Dawn of the Social and Semantic Web 693
Harry E. Pence, Antony J.Williams, and Robert E. Belford
28.1 Introduction 693
28.2 The Semantic Web and the Social Semantic Web 694
28.3 Mobile Devices in Chemical Education 702
28.4 Smartphone Applications for Chemistry 706
28.5 Teaching Chemistry in a Virtual and Augmented Space 708
28.6 The Role of the Social Web 717
28.7 Distributed Cognition, Cognitive Artifacts, and the Second Digital Divide 721
28.8 The Future of Chemical Education 726
References 729
Index 735
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