The eighteenth century has long been considered critical for the development of modern chemistry, yet many features of the period remain largely unknown or unexplored. This volume details new approaches and topics to build a more complex view of chemical work during the period. Themes include late-phase alchemy, professionalization, chemical education, and the links and relations between chemistry and pharmacy, medicine, agriculture, and geology.
UNLOCK THE SECRETS OF CHEMISTRY with THE PRINCETON REVIEW. High School Chemistry Unlocked focuses on giving you a wide range of key lessons to help increase your understanding of chemistry. With this book, you'll move from foundational concepts to complicated, real-world applications, building confidence as your skills improve. End-of-chapter drills will help test your comprehension of each facet of chemistry, from atoms to alpha radiation. Don't feel locked out! Everything You Need to Know About Chemistry. • Complex concepts explained in straightforward ways • Walk-throughs of sample problems for all topics • Clear goals and self-assessments to help you pinpoint areas for further revi...
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Continuous professional development of chemistry teachers is essential for any effective chemistry teaching, due to the evolving nature of the subject matter and its instructional techniques. Professional development aims to keep chemistry teaching up-to-date and to make it more meaningful, more educationally effective, and better aligned to current requirements. Presenting models and examples of professional development for chemistry teachers, from pre-service preparation through to continuous professional development, the authors walk the reader through theory and practice. The authors discuss factors which affect successful professional development, such as workload, availability and time constraints, and consider how we maintain the life-long learning of chemistry teachers. With a solid grounding in the literature and drawing on many examples from the authors' rich experiences, this book enables researchers and educators to better understand teachers' roles in effective chemistry education and the importance of their professional development.
'Teaching in context' has become an accepted, and often welcomed, way of teaching science in both primary and secondary schools. The conference organised by IPN and the University of York Science Education Group, Context-based science curricula, drew on the experience of over 40 science educators and 10 projects. The book is arranged in four parts. Part A consists of two papers, one on situated learning and the other on implementation of new curricula. Part B contains descriptions of five major curricula in different countries, why they were introduced, how they were developed and implemented and evaluation results. Part C gives descriptions of three projects that are of smaller scale and their materials are used as interventions in other more conventional curricula. There is also a contribution on some fundamental research where modules of work are written to examine how best to design context-based curricula. Finally, Part D consist of two chapters, one summarising some of the findings that came out of the chapters in the three earlier parts and the second looks at the future.