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Chemistry Education: Best Practices, Opportunities and by Javier García-Martínez, Elena Serrano-Torregrosa, Peter W.

By Javier García-Martínez, Elena Serrano-Torregrosa, Peter W. Atkins

This finished number of top-level contributions offers an intensive evaluate of the colourful box of chemistry schooling. Highly-experienced chemistry professors and schooling specialists hide the most recent advancements in chemistry studying and instructing, in addition to the pivotal function of chemistry for shaping a extra sustainable destiny.
Adopting a practice-oriented procedure, the present demanding situations and possibilities posed through chemistry schooling are seriously mentioned, highlighting the pitfalls that may take place in instructing chemistry and the way to avoid them. the most themes mentioned contain top practices, project-based schooling, mixed studying and the position of expertise, together with e-learning, and technological know-how visualization.
Hands-on tips about the way to optimally enforce cutting edge techniques of educating chemistry at college and high-school degrees make this e-book an important source for anyone attracted to both educating or studying chemistry extra successfully, from adventure chemistry professors to secondary college lecturers, from educators without formal education in didactics to annoyed chemistry students.

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Additional resources for Chemistry Education: Best Practices, Opportunities and Trends

Example text

And then I awake with a little shock: for a chemical bond is not a real thing; it does not exist; no-one has ever seen it, no-one ever can … Hydrogen I know, for it is a gas and we keep it in large cylinders; benzene I know, for it is a liquid and we keep it in bottles. The tangible, the real, the solid, is explained by the intangible, the unreal, (and) the purely mental. Yet that is what chemists are always doing … [22] Coulson goes on to articulate the importance of recognizing the human imagination as an integral part of chemistry sense-making.

Three dimensions of human activity that require strong emphasis for educational practice to meet the learning needs of students are developed: (i) the human activity of learning and teaching chemistry; (ii) the human activity of carrying out chemistry; and (iii) the human activity that has imprinted itself in such a substantial way on the chemistry of our planet that it has defined a new geological epoch. Introducing chemistry content through rich contexts is proposed as one evidence-based approach for weaving all three of these dimensions of human activity into the practice of teaching and learning chemistry at secondary and post-secondary levels.

The flow of ideas in many learning resources at both the secondary and first-year postsecondary levels starts with facts and concepts to be learned – often presented in isolation from the evidence that underlies those facts, and then moves to applications of those concepts. A good example is found in treatment of structure and bonding of molecular substances, where the sequence of learning often begins with theories of bonding, such as hybridization and Valence Shell Electron Pair Repulsion (VSEPR) theory, before any evidence of experimental geometries, and without discussion of the nature and complementarity of different theories and models to explain that experimental evidence.

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