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Professional Development of Chemistry Teachers
Continuous professional development of chemistry teachers is essential for any effective chemistry teaching due to the evolving nature of the subject matter and its instructional techniques. Professional development aims to keep chemistry teaching up-to-date and to make it more meaningful, more educationally effective, and better aligned to current requirements. Presenting models and examples of professional development for chemistry teachers, from pre-service preparation through to continuous professional development, the authors walk the reader through theory and practice. The authors discuss factors which affect successful professional development, such as workload, availability and time constraints, and consider how we maintain the life-long learning of chemistry teachers. With a solid grounding in the literature and drawing on many examples from the authors' rich experiences, this book enables researchers and educators to better understand teachers' roles in effective chemistry education and the importance of their professional development.
Teaching Chemistry – A Studybook
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. Key sentences, tasks for self-assessment, and suggestions for further reading are also included. The book is focused on many different issues a teacher of chemistry is concerned with. The chapters provide contemporary discussions of the chemistry curriculum, objectives and assessment, motivation, learning difficulties, linguistic issues, practical work, student activ...
Long-term Research and Development in Science Education
The book consists of 16 chapters and 2 commentaries describing long term R&D projects in science and mathematics education conducted in the Department of Science Teaching, The Weizmann Institute of Science. Almost all the chapters describe long-term projects, some over the period of 50 years.
Relevant Chemistry Education
This book is aimed at chemistry teachers, teacher educators, chemistry education researchers, and all those who are interested in increasing the relevance of chemistry teaching and learning as well as students' perception of it. The book consists of 20 chapters. Each chapter focuses on a certain issue related to the relevance of chemistry education. These chapters are based on a recently suggested model of the relevance of science education, encompassing individual, societal, and vocational relevance, its present and future implications, as well as its intrinsic and extrinsic aspects. “Two highly distinguished chemical educators, Ingo Eilks and AviHofstein, have brought together 40 interna...
Science Education Research and Practice in Asia
This book discusses the scope of science education research and practice in Asia. It is divided into five sections: the first consists of nine chapters providing overviews of science education in Asia (China, Lebanon, Macau, Malaysia, Mongolia, Oman, Singapore, Taiwan, and Thailand). The second section offers chapters on content analysis of research articles, while the third includes three chapters on assessment and curriculum. The fourth section includes four chapters on innovative technology in science education; and the fifth section consists of four chapters on professional development, and informal learning. Each section also has additional chapters providing specific comments on the content. This collection of works provides readers with a starting point to better understand the current state of science education in Asia.
Chemistry Education and Sustainability in the Global Age
This edited volume of papers from the twenty first International Conference on Chemical Education attests to our rapidly changing understanding of the chemistry itself as well as to the potentially enormous material changes in how it might be taught in the future. Covering the full range of appropriate topics, the book features work exploring themes as various as e-learning and innovations in instruction, and micro-scale lab chemistry. In sum, the 29 articles published in these pages focus the reader’s attention on ways to raise the quality of chemistry teaching and learning, promoting the public understanding of chemistry, deploying innovative technology in pedagogy practice and research,...
Making it relevant
'Teaching in context' has become an accepted, and often welcomed, way of teaching science in both primary and secondary schools. The conference organised by IPN and the University of York Science Education Group, Context-based science curricula, drew on the experience of over 40 science educators and 10 projects. The book is arranged in four parts. Part A consists of two papers, one on situated learning and the other on implementation of new curricula. Part B contains descriptions of five major curricula in different countries, why they were introduced, how they were developed and implemented and evaluation results. Part C gives descriptions of three projects that are of smaller scale and their materials are used as interventions in other more conventional curricula. There is also a contribution on some fundamental research where modules of work are written to examine how best to design context-based curricula. Finally, Part D consist of two chapters, one summarising some of the findings that came out of the chapters in the three earlier parts and the second looks at the future.
Making it comparable
One of the most significant developments in school education in recent years has been the development and introduction of standards, a subject of considerable controversy. This book is the result of a symposium held in Kiel, a symposium that was arranged by two leading science education groups, one at IPN (Leibniz Institute for Science Education at the University of Kiel) in Germany and the other at the University of York, UK. The seminar brought together experts from 15 countries. These countries include those that have extensive experience with the effects of standards on the educational system, on individual schools and teachers and on students. Other reports concern countries which are i...
Action Research, Innovation and Change
Action research continues to see a growth in interest both internationally and across disciplines. This book demonstrates the diversity in settings and focus for action research and provides a guide to its core aspiration: to achieve principled change. Written by authors from a range of countries and range of disciplines (including education, health care, palliative care, social work and community development), this book answers these key questions: How can action research be used to achieve principled change? How has action research been applied in various disciplines and in different countries? What can be learnt about the conduct of action research from these diverse settings? By means of...
Celebrating the 100th Anniversary of Madame Marie Sklodowska Curie’s Nobel Prize in Chemistry
This book is a companion to the IYC-2011 celebration. The eleven chapters are organized into three sections: Section 1: Marie Curie’s Impact on Science and Society, Section 2: Women Chemists in the Past Two Centuries, and Section 3: Policy Implications. The authors invited to contribute to this book were asked to orient their chapter around a particular aspect of Marie Curie’s life such as the ethical aspects of her research, women’s role in research or her influence on the image of chemists. Our hope is that this book will positively influence young women’s minds and decisions they make in learning of chemistry/science like Marie Curie’s biography. But we do hope this book opens an avenue for young women to explore the possibility of being a scientist, or at least to appreciate chemistry as a human enterprise that has its merit in contributing to sustainability in our world. Also we hope that both men and women will realize that women are fully competent and capable of conducting creative and fascinating scientific research.
