Chemistry Education

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.

Autorentext
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).

Zusammenfassung

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.

Inhalt

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 ...