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Books > Social sciences > Education > Teaching of a specific subject
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The Nature of the Chemical Concept - Re-constructing Chemical Knowledge in Teaching and Learning (Paperback)
Loot Price: R932
Discovery Miles 9 320
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The Nature of the Chemical Concept - Re-constructing Chemical Knowledge in Teaching and Learning (Paperback)
Series: Advances in Chemistry Education Series
Expected to ship within 10 - 15 working days
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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.
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