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Nature of the Chemical Concept: Re-constructing Chemical Knowledge in Teaching and Learning: Volume 3 (Advances in Chemistry Education Series) - Tapa dura

Libro 3 de 9: Advances in Chemistry Education

Taber, Keith S

 
9781782624608: Nature of the Chemical Concept: Re-constructing Chemical Knowledge in Teaching and Learning: Volume 3 (Advances in Chemistry Education Series)
Tapa dura
ISBN 10: 1782624600 ISBN 13: 9781782624608
Editorial: Royal Society of Chemistry, 2019

Sinopsis

This book offers a step-by-step analysis and discussion of just why some students find chemistry difficult, by examining the nature of chemistry concepts, and how they are communicated and learnt.

"Sinopsis" puede pertenecer a otra edición de este libro.

Acerca del autor

Charlotte y Peter Fiell son dos autoridades en historia, teoría y crítica del diseño y han escrito más de sesenta libros sobre la materia, muchos de los cuales se han convertido en éxitos de ventas. También han impartido conferencias y cursos como profesores invitados, han comisariado exposiciones y asesorado a fabricantes, museos, salas de subastas y grandes coleccionistas privados de todo el mundo. Los Fiell han escrito numerosos libros para TASCHEN, entre los que se incluyen 1000 Chairs, Diseño del siglo XX, El diseño industrial de la A a la Z, Scandinavian Design y Diseño del siglo XXI.

De la contraportada

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. Chemistry is often discussed and taught largely in terms of non-observable theoretical entities - such as molecules and electrons and orbitals - which probably seem as familiar and real to a chemistry teacher as Bunsen burners: and, yet, comprise a realm as alien and strange to many students as some learners' own alternative conceptions ('misconceptions') may appear to the teacher.
All chemistry teachers know that chemistry is a conceptual subject, especially at the upper end of secondary school and at university level, and that some students struggle to understand many chemical ideas. This book offers a step-by-step analysis and discussion of just why some students find chemistry difficult, by examining the nature of chemistry concepts, and how they are communicated and learnt. 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. This book will be invaluable to anyone interested in teaching and learning and offers guidance to teachers looking to make sense of, and respond to, the challenges of teaching chemistry.

"Sobre este título" puede pertenecer a otra edición de este libro.

Editorial
Royal Society of Chemistry
Año de publicación
2019
Idioma
Inglés
ISBN 10 
1782624600
ISBN 13 
9781782624608
Encuadernación
Tapa dura
Número de páginas
402
Contacto del fabricante
no disponible
Persona responsable
no disponible