Bøger i Advances in Chemistry Education Series serien

Problem solving is central to the teaching and learning of chemistry at secondary, tertiary and post-tertiary levels of education, opening to students and professional chemists alike a whole new world for analysing data, looking for patterns and making deductions.

Chemistry is often seen as a difficult subject to understand. This book focusses on the triangle model that Alex H. Johnstone developed in the early 1980s. The model has been applied in almost every area of education in chemistry at all stages of learning.

Creative thinking, be it that of the teacher or the student, has tended to be overlooked in science, but exercising it is important. This book shows how it can be done in chemistry, both in the context of creative chemistry teaching and in learning chemistry.

Many projects in recent years have applied context-based learning and engagement tools to the fostering of long-term student engagement with chemistry.

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.

Scientists use arguments to relate the evidence that they select from their investigations and to justify the claims that they make about their observations. This book brings together leading researchers to draw attention to research, policy and practice around the inclusion of argumentation in chemistry education.