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By Norbert J. Pienta, Melanie M. Cooper, Thomas J. Greenbowe
A part of the Prentice corridor sequence in academic Innovation for Chemistry, this specific booklet is a set of data, examples, and references on studying concept, instructing equipment, and pedagogical concerns with regards to educating chemistry to school scholars. within the final numerous years there was huge task and study in chemical schooling, and the fabrics during this e-book combine the newest advancements in chemistry. every one bankruptcy is written by way of a chemist who has a few services within the particular method mentioned, has performed a little research at the strategy, and has utilized the procedure in a chemistry path.
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Extra info for Chemists' Guide to Effective Teaching
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2003). The neurological basis oflearning. development and discovery: Implications for science and mathematics instruction. Dordrecht, The Netherlands: Kluwer Academic Publishers. Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: The MIT Press. References Adey, P. and Shayer, M. (\990). Accelerating the development of formal thinking in middle and high school students. Journal ofResearch in Science Teaching. 27(3),267-285. , and Shayer, M. (1994). Really raising standards: Cognitive intervention and academic achievement.
Convergers will be interested in testing out the idea of bonding in other disciplines (like Mikaela in the introduction and her microbiology class). Accommodators will want to explore the importance of bonding to explain related concepts and experimental observations, such as thermochemistry or reaction kinetics. 32 Part I: Cognition Felder-Silverman Index of Learning Styles Felder has written (1993) that a "student's learning style may be defined in part by the answers to five questions: l. What type of information does the student preferentially perceive: sensory-sights, sounds, physical sensations-or intuitive-memories, ideas, insights?
New York: Pantheon. Chomsky, N. (1980). Rules and representations. New York: Columbia University Press. Clark, R. E. (1983). Reconsidering research on learning from media. Review ofEducational Research. 53(4), 445-459. Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development. 42(2), 21~29. , and Todd, J. B. (2003). Effects of web-based multimedia homework with immediate rich feedback on student learning in general chemistry. Journal ofChemical Education.