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Models and modelling play a central role in the nature of science,
in its conduct, in the accreditation and dissemination of its
outcomes, as well as forming a bridge to technology. They therefore
have an important place in both the formal and informal science
education provision made for people of all ages. This book is a
product of five years collaborative work by eighteen researchers
from four countries. It addresses four key issues: the roles of
models in science and their implications for science education; the
place of models in curricula for major science subjects; the ways
that models can be presented to, are learned about, and can be
produced by, individuals; the implications of all these for
research and for science teacher education. The work draws on
insights from the history and philosophy of science, cognitive
psychology, sociology, linguistics, and classroom research, to
establish what may be done and what is done. The book will be of
interest to researchers in science education and to those taking
courses of advanced study throughout the world.
Chemical education is essential to everybody because it deals with
ideas that play major roles in personal, social, and economic
decisions. This book is based on three principles: that all aspects
of chemical education should be associated with research; that the
development of opportunities for chemical education should be both
a continuous process and be linked to research; and that the
professional development of all those associated with chemical
education should make extensive and diverse use of that research.
It is intended for: pre-service and practising chemistry teachers
and lecturers; chemistry teacher educators; chemical education
researchers; the designers and managers of formal chemical
curricula; informal chemical educators; authors of textbooks and
curriculum support materials; practising chemists and chemical
technologists. It addresses: the relation between chemistry and
chemical education; curricula for chemical education; teaching and
learning about chemical compounds and chemical change; the
development of teachers; the development of chemical education as a
field of enquiry. This is mainly done in respect of the full range
of formal education contexts (schools, universities, vocational
colleges) but also in respect of informal education contexts
(books, science centres and museums).
Chemical education is essential to everybody because it deals with
ideas that play major roles in personal, social, and economic
decisions. This book is based on three principles: that all aspects
of chemical education should be associated with research; that the
development of opportunities for chemical education should be both
a continuous process and be linked to research; and that the
professional development of all those associated with chemical
education should make extensive and diverse use of that research.
It is intended for: pre-service and practising chemistry teachers
and lecturers; chemistry teacher educators; chemical education
researchers; the designers and managers of formal chemical
curricula; informal chemical educators; authors of textbooks and
curriculum support materials; practising chemists and chemical
technologists. It addresses: the relation between chemistry and
chemical education; curricula for chemical education; teaching and
learning about chemical compounds and chemical change; the
development of teachers; the development of chemical education as a
field of enquiry. This is mainly done in respect of the full range
of formal education contexts (schools, universities, vocational
colleges) but also in respect of informal education contexts
(books, science centres and museums).
Models and modelling play a central role in the nature of science,
in its conduct, in the accreditation and dissemination of its
outcomes, as well as forming a bridge to technology. They therefore
have an important place in both the formal and informal science
education provision made for people of all ages. This book is a
product of five years collaborative work by eighteen researchers
from four countries. It addresses four key issues: the roles of
models in science and their implications for science education; the
place of models in curricula for major science subjects; the ways
that models can be presented to, are learned about, and can be
produced by, individuals; the implications of all these for
research and for science teacher education. The work draws on
insights from the history and philosophy of science, cognitive
psychology, sociology, linguistics, and classroom research, to
establish what may be done and what is done. The book will be of
interest to researchers in science education and to those taking
courses of advanced study throughout the world.
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