- Filename: inquiries-into-chemistry.
- ISBN: 9781478607670
- Release Date: 1999-05-20
- Number of pages: 340
- Author: Michael R. Abraham
- Publisher: Waveland Press
The laboratory course should do more than just acquaint the students with fundamental techniques and procedures. The laboratory experience should also involve the students in some of the kinds of mental activities a research scientist employs: finding patterns in data, developing mathematical analyses for them, forming hypotheses, testing hypotheses, debating with colleagues and designing experiments to prove a point. For this reason, the student-tested lab activities in Inquiries into Chemistry, 3/E have been designed so that students can practice these mental activities while building knowledge of the specific subject area. Instructors will enjoy the flexibility this text affords. They can select from a comprehensive collection of structured, guided-inquiry experiments and a corresponding collection of open-inquiry experiments, depending on their perception as to what would be the most appropriate method of instruction for their students. Both approaches were developed to encourage students to think logically and independently, to refine their mental models, and to allow students to have an experience that more closely reflects what occurs in actual scientific research. Thoroughly illustrated appendices cover safety in the lab, common equipment, and procedures.
- Filename: chemists-guide-to-effective-teaching.
- ISBN: 0321611950
- Release Date: 2008-09-01
- Number of pages: 272
- Author: Norbert J. Pienta
- Publisher: Prentice Hall
Intended for anyone who teaches chemistry, this book examines applications of learning theories—presenting actual techniques and practices that respected professors have used to implement and achieve their goals. Introduction: Chemistry and Chemical Education; Exploring the Impact of Teaching Styles on Student Learning in Both Traditional and Innovative Classes; Guided Inquiry and the Learning Cycle; Teaching to Achieve Conceptual Change; Transforming Lecture Halls with Cooperative Learning; Using Visualization Techniques in Chemistry Teaching; POGIL: Process-Oriented Guided-Inquiry Learning; Peer-Led Team Learning: Scientific Learning and Discovery; Peer-Led Team Learning: Organic Chemistry; Practical Issues on the Development, Implementation, and Assessment of a Fully Integrated Laboratory-Lecture Teaching Environment; Model-Observe-Reflect-Explain (MORE) Thinking Frame Instruction: Promoting Reflective Laboratory Experiences to Improve Understanding of Chemistry; Technology Based Inquiry Oriented Activities for Large Lecture Environments; Using Visualization Technology and Group Activities in Large Chemistry Courses; Computer Animations of Chemical Processes at the Molecular Level; Symbolic Mathematics in the Chemistry Curriculum: Facilitating the Understanding of Mathematical Models used in Chemistry; Chemistry Is in the News: They Why and Wherefore of Integrating Popular News Media into the Chemistry Classroom; Chemistry at a Science Museum; The Journal of Chemical Education Digital Library: Enhancing Learning with Online Resources. A useful reference for chemistry educators.
- Filename: process-oriented-guided-inquiry-learning-pogil.
- ISBN: 0841274231
- Release Date: 2008
- Number of pages: 269
- Author: Richard Samuel Moog
- Publisher: Amer Chemical Society
The volume begins with an overview of POGIL and a discussion of the science education reform context in which it was developed. Next, cognitive models that serve as the basis for POGIL are presented, including Johnstone's Information Processing Model and a novel extension of it. Adoption, facilitation and implementation of POGIL are addressed next. Faculty who have made the transformation from a traditional approach to a POGIL student-centered approach discuss their motivations and implementation processes. Issues related to implementing POGIL in large classes are discussed and possible solutions are provided. Behaviors of a quality facilitator are presented and steps to create a facilitation plan are outlined. Succeeding chapters describe how POGIL has been successfully implemented in diverse academic settings, including high school and college classrooms, with both science and non-science majors. The challenges for implementation of POGIL are presented, classroom practice is described, and topic selection is addressed. Successful POGIL instruction can incorporate a variety of instructional techniques. Tablet PC's have been used in a POGIL classroom to allow extensive communication between students and instructor. In a POGIL laboratory section, students work in groups to carry out experiments rather than merely verifying previously taught principles. Instructors need to know if students are benefiting from POGIL practices. In the final chapters, assessment of student performance is discussed. The concept of a feedback loop, which can consist of self-analysis, student and peer assessments, and input from other instructors, and its importance in assessment is detailed. Data is provided on POGIL instruction in organic and general chemistry courses at several institutions. POGIL is shown to reduce attrition, improve student learning, and enhance process skills.
- Filename: narrative-inquiries-into-curriculum-making-in-teacher-education.
- ISBN: 9780857245915
- Release Date: 2011
- Number of pages: 297
- Author: Julian Kitchen
- Publisher: Emerald Group Publishing
The authors explore how individuals identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education which the authors have carefully and thoughtfully constructed. The particularity of the stories, expressed in this collection, provide us with multiple perspectives and multiple entry points into making deeper sense of the complexity of curriculum-making in teacher education. As the stories of experience resonate with our own or as they stand apart from them, they provoke us to re-imagine teacher education, and to retell and relive our own stories of teacher education with new possibility. Narrative inquiry offers teacher educators a way to move the telling of stories of curriculum- making in teacher education forward, to delve more deeply into stories in order to make sense of experience and to attend more closely to a curriculum of life that is educative for the self and others in teacher education.
- Filename: books-in-print.
- ISBN: UOM:39015022394178
- Release Date: 1969
- Number of pages:
Books in print is the major source of information on books currently published and in print in the United States. The database provides the record of forthcoming books, books in-print, and books out-of-print.