9783527336050

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).

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

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Chemistry Education Best Practices, Opportunities and Trends

Chemistry Education Best Practices, Opportunities and Trends

3527336052

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