The Chemistry Classroom: Formulas for Successful Teaching

Abstract

Introduction: the people - my most memorable students, the many faces of failure, gender bias, an invitation to participate a framework for discussion - what constitutes understanding?, variables that affect learning, summary eternal verities - principles of learning, closing remarks, your own list of aphorisms. Part 1 Some useful theory: intelligence - models for intelligence, measuring intelligence, summary how we learn - schemas schema construction, summary implications for teaching - expository teaching, co-operative learning, constructivist models for teaching, the teacher's role, summary. Part 2 How to teach chemistry: problem-solving - what is a problem? completing exercises and solving problems, types of problems, general processes in problem-solving, where students go wrong, working memory and M-demand, summary, solutions to problems teaching problem-solving - teaching students to understand problems, teaching students to represent problems, teaching the solution process, teaching verification strategies, advice to problem-solvers, general suggestions, summary concept learning - formal concepts, naturally learned concepts, return to schemas, the importance of instruction, summary, exam on concept analyzing concepts to clarify their meaning - concept analysis, concept analysis of concept, practice exercises, what concept analysis can reveal, classes of science concepts, summary difficulties in teaching concepts - instructional decisions in concept learning, pedagogical content knowledge, special problems with abstract concepts detecting understanding, important properties of test items, analyzing test results, implications of learning theory, summary and discussion relationships among concepts - propositions, principles and rules - concept maps, mapping tools, principles and rules, summary the role of language in teaching chemistry - how we understand language, language problems in chemistry, other impediments to comprehension, learning chemical language, general language development, summary generalized intellectual skills - scientific reasoning, current understanding of intellectual development, research on misconceptions in chemistry, educational response to Piagetian research, summary scientific reasoning - formal operations, issues concerning the teaching of reasoning, summary teaching generalized intellectual skills - general considerations, example I - proportional reasoning disembedding logic from its context, example II - an interview with Fae, example III - using the laboratory, summary. Part 3 Things in the affective domain. (Part contents)

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 129 citations exist upstream.