This book synthesizes theoretical perspectives, empirical evidence and practical strategies for improving teacher education in chemistry. Many chemistry lessons involve mindless "cookbook" activities where students and teachers follow recipes, memorise formulae and recall facts without understanding how and why knowledge in chemistry works. Capitalising on traditionally disparate areas of research, the book investigates how to make chemistry education more meaningful for both students and teachers. It provides an example of how theory and practice in chemistry education can be bridged. It reflects on the nature of knowledge in chemistry by referring to theoretical perspectives from philosophy of chemistry. It draws on empirical evidence from research on teacher education, and illustrates concrete strategies and resources that can be used by teacher educators. The book describes the design and implementation of an innovative teacher education project to show the impact of an intervention on pre-service teachers. The book shows how, by making use of visual representations and analogies, the project makes some fairly abstract and complex ideas accessible to pre-service teachers.

A standalone eText version (delivered on an access card with 4 years access) of the significantly revised editions of the Group 4 Science titles in the Pearson Baccalaureate series, matched to the latest IB specification (2014). Fully comprehensive and IB specific, including enhanced eText access, with animations, videos, quizzes, worksheets and other interactive content. Written by respected authors in the IB world, and forming part of a comprehensive offering for the IB Diploma.