{"title":"Advances In Chemistry Education Series","description":null,"products":[{"product_id":"nature-of-the-chemical-concept-book-keith-s-taber-9781782624608","title":"Nature of the Chemical Concept","description":"The features of chemistry that make it such a fascinating and engaging subject to teach also contribute to it being a challenging subject for many learners. Chemistry draws upon a wide range of abstract concepts, which are embedded in a large body of theoretical knowledge. As a science, chemistry offers ideas that are the products of scientists’ creative imaginations, and yet which are motivated and constrained by observations of natural phenomena. 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The book considers the idea of concepts itself; draws upon case studies of how canonical chemical concepts have developed; explores how chemical concepts become represented in curriculum and in classroom teaching; and discusses how conceptual learning and development occurs. 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Originally conceived in the context of making chemistry more accessible to a wider range of learners, the model has been applied in almost every area of education in chemistry at all stages of learning.  In looking at why chemistry is difficult, there are two central questions. Firstly, does the problem relate to the nature of chemistry and, secondly, does it relate to the way humans gain understanding? Both were found to be important and the answers to the two question were found to be connected.  The triangle model arose from sustained research into human learning. The central finding from research is the critical role of working memory and the model rationalises so much evidence from chemistry education research as well as the repeated experiences of teachers of chemistry at all levels. In order to understand chemistry, it is essential to develop sound mental models of molecular reality. It generates major implications for the way a chemistry curriculum should be constructed and the processes of teaching and learning in chemistry when the goal is focussed on understanding the key ideas. Some of these implications are developed and pointers offered to more successful ways forward. The power of the Johnstone Triangle lies in the way it offers clear directions for all involved in chemistry education. It is hoped that this book will prove helpful to all involved in sharing the exciting story of the way humans have come to understand the molecular world, one of the great examples of great human endeavour.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":55069820617077,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":55069820748149,"sku":"NIN9781839161681","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0810\/6996\/5613\/files\/183916168X.jpg?v=1739625342"},{"product_id":"problems-and-problem-solving-in-chemistry-education-book-georgios-tsaparlis-9781839162183","title":"Problems and Problem Solving in Chemistry Education","description":"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. As an important higher-order thinking skill, problem solving also constitutes a major research field in science education. Relevant education research is an ongoing process, with recent developments occurring not only in the area of quantitative\/computational problems, but also in qualitative problem solving.   The following situations are considered, some general, others with a focus on specific areas of chemistry: quantitative problems, qualitative reasoning, metacognition and resource activation, deconstructing the problem-solving process, an overview of the working memory hypothesis, reasoning with the electron-pushing formalism, scaffolding organic synthesis skills, spectroscopy for structural characterization in organic chemistry, enzyme kinetics, problem solving in the academic chemistry laboratory, chemistry problem-solving in context, team-based\/active learning, technology for molecular representations, IR spectra simulation, and computational quantum chemistry tools. The book concludes with methodological and epistemological issues in problem solving research and other perspectives in problem solving in chemistry.   With a foreword by George Bodner.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":55069836345717,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":55069836509557,"sku":"NIN9781839162183","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0810\/6996\/5613\/files\/183916218X.jpg?v=1739625582"},{"product_id":"professional-development-of-chemistry-teachers-book-rachel-mamlok-naaman-9781839167423","title":"Professional Development of Chemistry Teachers","description":"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.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":55069938778485,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":55069938975093,"sku":"NIN9781839167423","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0810\/6996\/5613\/files\/1839167424.jpg?v=1739627063"},{"product_id":"nature-of-the-chemical-concept-book-keith-s-taber-9781839167454","title":"Nature of the Chemical Concept","description":"The features of chemistry that make it such a fascinating and engaging subject to teach also contribute to it being a challenging subject for many learners. 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The book surveys a wide range of different pedagogic strategies and tactics that have been recommended to better engage learners and provide more effective chemistry teaching. These accounts are supported by an initial introduction to some key ideas and debates about pedagogy - the science of teaching.    Chemical Pedagogy discusses how teaching innovations can be tested to inform research-based practice. Through this book, the author explores the challenges of carrying out valid experimental studies in education, and the impediments to generalising study results to diverse teaching and learning contexts. As a result, the author highlights both the need to read published studies critically and the value of teachers and lecturers testing out recommended innovations in their own classrooms.   Chemical Pedagogy introduces core principles – from research into human cognition and learning – to provide a theoretical perspective on how to best teach for engagement and understanding. An examination of some of the more contentious debates about pedagogy leads to the advice to seek ‘optimally guided instruction’ which balances the challenge offered to learners with the level of support provided. 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