Subject Index
International Perspectives on Chemistry Education Research and Practice Downloaded from pubs.acs.org by 5.188.219.16 on 09/05/18. For personal use only.
A Argument-based modeling, Korea, 147 conclusions and implications, 169 data collection and analysis, 154 interview questions, 156t modeling abilities analysis, framework, 155t methods, 151 general chemistry experiments, 153t general chemistry experiments, stages, 152t results, 157 categorized levels, change, 160f modeling abilities, results, 158t preservice chemistry teachers, case, 161 third argument-based experiment, 159 total scores of modeling abilities, change, 161f Australian chemistry education research, 175 Australian context, role models, 185 citation of publications, impact measured, 186t context, 176 dimensions and topics, 177f emerging directions, 187 innovative pedagogies and practices, 178 Australian authors, number of publications, 181t cited authors’ keywords, frequency, 180f concept maps, 179f number of articles, comparison, 178f practice and professional development, communities assessment and feedback, 184 laboratory learning, 182 student-centered research and practice, 183
C Chemical education, Slovenia, 205 first study, 209 five-item paper-pencil knowledge test, 210 second research question, 211 introduction, 206
past and future perspectives, 209 second study, 212 4C model, 212f ninth-graders, percentage, 214f students’ and teachers’ questionnaire, sample of the item, 213f teachers with specific opinions, percentage, 214f Slovenia, chemistry teachers’ education, 207 chemistry teacher education program, structure, 208f Slovenian school system, chemical education, 206 third study, 215 chemical reactions, 216 everyday life situations, 216 structure of a teaching unit, example, 215f Chemical education’s international activities committee ACS IAC, 1 DivCHED IAC, 2 Chemical education research, Costa Rica, 9 chemical education, current practice and research chemistry service courses, passing rate, 17t college chemistry education history, 18 ongoing research, examples, 21 practice, 16 research, 19 chemistry education, brief history and context, 12 Costa Rica, higher education, 14 tenured chemistry faculty, demographics, 13t University of Costa Rica, BS course of study, 15t final remarks, 23 introduction, 10 Journal of Chemical Education, contributions, 11t Chemistry education, Greece, 93 chemistry education, post script, 103 Greek Junior High School, chemistry, 96 chemistry, contents and organization, 98t formal curriculum, latest revision, 97 studies and new textbook packages, program, 97
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units on molecules and atoms, contents, 99t Greek Senior High School, chemistry, 99 chemistry, material and its organization, 102t SOMA approach, contents, 101t states-of-matter approach (SOMA), 100 international and national chemistry education, 95 introduction, 94 looking to the future, 102 Chemistry education in Netherlands, new curriculum, 79 1968, first major change, 80 1998, second major change, 82 Dutch educational system, 83f central examination, 88 chemistry education, analysis of problems, 83 CHIK module, phases developed, 85t curriculum for chemistry, 84 discussion, 89 pilot, design, 86 5E model, phases, 87t modules used, titles, 88t pilot eperiment, 85 result, 89
H Higher education chemistry, 57 discussion assessing metacognition, 64 improved metacognition, claims, 65 improved performance, claims, 68 improve metacognition, interventions, 64 metacognition, explicit instruction, 63 introduction Google Scholar search, results, 62f higher education science, metacognition, 61 metacognition, 58 metacognition assessed, 60 teach metacognition, 59 locate relevant research, summary of methods used, 62 metacognition and chemistry, publications by year, 63f High school chemistry textbooks, Turkey, 111
method, 115 integrated and combined representation, example, 117f ninth grade chemistry, units, 117t ninth grade chemistry textbooks, descriptions, 116t results and discussion, 118 each type of representations, percentage distribution, 119f hybrid representation, 122f macroscopic visualizations, 120f MT1, mixed representations, 122f MT1, percentage distribution, 124f multiple representation, 121f particulate visualizations, 120f structure, percentage distribution, 124f symbolic representations, 121f total number of visualizations, distribution, 119f visualizations, percentage distribution, 123f
N New safety training program conclusions and future objectives, 202 designing a new safety program, 195 discussion and assessment, 201 Likert rating, summary, 201f graduate student safety training program, 197 PPE selection and usage, script, 199t undergraduate safety training module, 196
O Organizing international collaborations ACS DivCHED IAC-SCQ collaboration, history, 235 SCQ presentations and participants, 237 SCQ representatives, workshop, 237 conclusion, 241 equitable collaboration areas, 240 Planning international collaborations, 239 successful collaboration, 240
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S
T
Science conceptual understanding, 27 discussion, 31 procedural, 34 question types, 32 question types, clustering, 33f real life references, 32 scientific concepts, 34 scientific terminology, 33 methods, 30 Student-curated exhibitions, Israel, 39 course structure, 45 teachers’ PD course, components, 46t introduction alternative assessment, 40 testing and alternative assessment, main differences, 41t methods research goals, 44 research participants, 44 results and discussion, 47 exhibition, challenges, 50t PD course, teachers, 49f PMI tool, 51 student-curated exhibition, advantages, 48t study, 42
Teaching chemistry with analogies, 129 methodology, 132 coding rubric, example, 136t experience in teaching, 135f highest degree in education, distribution, 134f participants, gender distribution, 133f results and discussion, 137 analogies, please explain, 138 analogy’s potential, opinions regarding, 141f effectiveness of analogies, frequency of evaluation, 143f favorite analogies, 139 misunderstandings, 140 usage of analogies, frequency, 137f using additional materials, frequency, 142f Technology-enhanced active inquiry learning, 221 example one, 226 screen shot from the IE war game, illustrative example, 227f example two, 228 screen shot of the CE-Sim, illustrative example, 230f instructional design and development, 223
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