Chemistry is a conceptual subject and, in order to explain many of
the concepts, teachers use models to describe the microscopic world
and relate it to the macroscopic properties of matter. This can
lead to problems, as a student's every-day experiences of the world
and use of language can contradict the ideas put forward in
chemical science. These titles have been designed to help tackle
this issue of misconceptions. Part 1 deals with the theory, by
including information on some of the key alternative conceptions
that have been uncovered by research; ideas about a variety of
teaching approaches that may prevent students acquiring some common
alternative conceptions; and general ideas for assisting students
with the development of appropriate scientific conceptions. Part 2
provides strategies for dealing with some of the misconceptions
that students have, by including ready to use classroom resources
including copies of probes that can be used to identify ideas held
by students; some specific exercises aimed at challenging some of
the alternative ideas; and classroom activities that will help
students to construct the chemical concepts required by the
curriculum. Used together, these two books will provide a good
theoretical underpinning of the fundamentals of chemistry. Trialled
in schools throughout the UK, they are suitable for teaching ages
11-18.
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