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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).
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