MAKING CHEMISTRY TEACHING RELEVANT

Jack B. Holbrook

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Science Education and Pedagogy Various Chemistry Research Topics Chemistry Education and Research

Abstract

Introduction Research has shown that chemistry teaching • is unpopular and irrelevant in the eyes of students (Kracjik et al., 2001; Osborne and Collins, 2001: Pak, 1997; Sjoberg, 2001; WCS, 1999; ICASE, 2003). • does not promote higher order cognitive skills (Anderson et al, 1992; Zoller, 1993). • leads to gaps between students wishes and teachers teaching (Hofstein et al. 2000; Yager and Weld, 2000; Holbrook and Rannikmae, 2002) • is not changing, because teachers are afraid of change and need guidance (Aikenhead, 1997; Bell, 1998; Rannikmae, 2001a).

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1992Students' and teachers' conceptions of the nature of science: A review of the research 1985Learning in science : the implications of children's science 1992Students' Preconceptions about the Epistemology of Science 1981Pupils' understanding of the particulate nature of matter: A cross‐age study 1997Pupil decision‐making about socio‐scientific issues within the science curriculum 1993Are lecture and learning compatible? Maybe for LOCS: Unlikely for HOCS 1986Instructional Consequences of Students' Knowledge about Physical Phenomena.

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