دانلود کتاب Research in Chemistry Education

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Preface
Acknowledgements
Contents
About the Editors and Contributors
About the Editors
Contributors
Chapter 1: Globalization of Chemistry Education in Africa: Challenges and Opportunities
1 Introduction
2 Results from International Monitoring Systems
3 The Use of Mobile Technology and Augmented Reality for Chemistry Learning
3.1 Background and Approaches
3.2 Examples of Augmented Reality Apps
4 Concluding Remarks
References
Chapter 2: Achieving the Aims of Practical Work with Microchemistry
1 Introduction
2 The Aims of Practical Work in School Chemistry
3 Problems of Practical Work in School Chemistry
4 Ameliorating the Problems by Using Microchemistry
5 Implementing Microchemistry in the School System
6 The Zone of Feasible Implementation (ZFI)
7 Practical Work in the Context of Sustainable Development in Africa
8 Conclusions
References
Chapter 3: Chemistry for the Masses: The Value of Small Scale Chemistry to Address Misconceptions and Re-establish Practical Work in Diverse Communities
1 Introduction
2 Methodology
2.1 Onsite Workshops
2.2 Materials
2.3 Experiments and Misconceptions
3 Results
3.1 Results of Formal Workshops
3.2 Results of Informal Workshops
3.3 Some Excerpts from Post-Workshop Evaluation Questionnaires
4 Discussion
4.1 Discussion of Formal and Informal Workshops
4.2 Discussion of the Materials
4.3 Limitations of the Study
5 Conclusions
Appendices
Appendix A: List of the Names of the Places Indicated on the Map in Fig. 3.1, Where South African Workshops Were Held
Appendix B: Results for Example 1 (Box 3.2) in the 2012 Workshop Described in the Text
Appendix C: Results from a 2011 Formal Workshops for Example 2 and Example 3a
References
Chapter 4: The Systemic Approach to Teaching and Learning Organic Chemistry (SATLOC): Systemic Strategy for Building Organic Chemistry Units
1 Introduction
2 SATL Strategy for Building Units in Organic Chemistry
2.1 General Outline
2.2 Scenario of Building a Unit on Aromatic Chemistry: (Benzene and Related Compounds)
3 Conclusions
References
Chapter 5: Are Our Students Learning and Understanding Chemistry as Intended? Investigating the Level of Prior Knowledge of UNIVEN Students for the Second Year Inorganic Chemistry Module
1 Introduction
2 Motivations for the Study
3 Methodology
4 Results
4.1 Responses and Misconceptions About Chemical Bonding
4.2 Responses and Misconceptions About Electronegativity
4.3 Responses and Misconceptions About Hybridization
4.4 Responses and Misconceptions About Resonance
4.5 Responses and Misconceptions About the Periodic Table
4.6 Responses and Misconceptions About the Lewis Structures
4.7 Responses and Misconceptions About Electron Configuration
4.8 Responses and Misconceptions About the Oxidation Number
4.9 Responses and Misconceptions About the Octet Rule
5 Conclusions
Appendix: The Diagnostic Test
References
Chapter 6: Are the Newly Formed Kenyan Universities Ready to Teach Externally Examined Diploma Courses in Analytical Chemistry?
1 Introduction
2 Results
2.1 Diversity Among the Academic Staff
2.2 Rising Costs of Training
2.3 Staff Competency and Academic Freedom
2.4 Facilities and Equipment
3 Mitigation Strategies
References
Chapter 7: “Closing the Circle” in Student Assessment and Learning
1 Background
2 Variables Affecting Student Performance
3 Technologies Used for Teaching and Learning
3.1 Writing Assignments
3.2 Online Homework
3.3 Classroom Polling Devices
3.4 Course Percentage/Grades
3.5 Tests
4 Methods
5 Results
6 Discussion
References
Chapter 8: Interpretation and Translation of Chemistry Representations by Grade 11 Pupils in the Chipata District, Zambia
1 Introduction
2 Methodology
2.1 Sampling
2.2 Instruments
3 Results and Disussions
3.1 Interpreting Some Macro Chemistry Representations
3.2 Interpreting Some Symbolic Chemistry Representation
3.3 Translation of Some Chemical Descriptions into Balanced Chemical Equations
3.4 Interpretation of Some Sub-micro Chemistry Using Particle Diagrams
3.5 Translation of an Equation in a Particle Diagram into a Balanced Chemical Equation
3.6 Strategies Teachers Use to Teach Each of the Chemistry Representations
3.7 How Often Each of the Three Chemistry Representations Were Used in the Teaching and Learning of Science 5124 and Chemistry 5070
3.8 Determining the Extent to Which the Ball and Stick Models Are Used in the Teaching and Learning of Science 5124 and Chemistry 5070
4 Conclusions
References
Chapter 9: The Project IRRESISTIBLE: Introducing Cutting Edge Science into the Secondary School Classroom
1 Introduction
2 The Content of the Educational Material
3 Responsible Research an Innovation
4 Teacher Professionalization
5 Work of the CoLs in the First Round
5.1 Introductions
5.2 Reflections on the Roles of the Teachers in the Project
5.3 The Design Process
6 Conclusions
References
Chapter 10: Chemistry Teaching and Chemical Education Research: 30-Year Experience in Integration Pathways
1 Introduction
2 The «Research + Implementation» Loop
3 Some Details of Utilised Practical Approaches
4 Diagnoses and Categories
4.1 Illustrative Examples of Diagnoses and Interventions
4.2 Identification of Categories in Relation to Concepts
4.3 Searching for Causes and Identifying Categories of Background Challenges
5 Discussion and Conclusions
References
Chapter 11: Teaching Modern Physics to Chemistry Students
1 Introduction
1.1 Curriculum and Background
1.2 The Importance of Modern Physics in Undergraduate Curriculum
1.3 The Peculiarity of Quantum Physics and Challenges to Science Education
1.4 Common Topics That Students Find Challenging When Learning Modern Physics
2 Conceptual Challenges in Learning Modern Physics Encountered by Chemistry Students
2.1 Perceived Misconceptions and Challenges Faced by Students
2.2 Is It Misconceptions or Alternative Conception?
3 Major Factors Contributing to the Learning Challenges
4 Possible Strategies and Steps Needed to Address the Teaching and Learning Challenges
5 Conclusions
References
Chapter 12: Learning About Green Chemistry Independently: Students’ Point of View
1 Introduction
2 Overall Approach
3 Outcomes
4 Discussion and Conclusion
References
Chapter 13: The African Context: Investigating the Challenges and Designing for the Future
1 Introduction
2 Reflecting on Identified Challenges and Exploring Ways to Tackle Them
2.1 Recognition of Challenges and of Their Interrelations
2.2 The Need for Interplays Between ‘Local’ and ‘Global’
2.3 The Language of Instruction
2.4 The Teachers’ Subject Knowledge
2.5 The Lack of Laboratory Facilities
2.6 Tailoring Educational Approaches to the Learners’ Needs
2.7 Integrating Chemistry Teaching and Language Teaching
2.8 Modern Chemistry for the Needs of Modern Times
3 Discussion and Conclusions
References