Leseprobe
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Transforming Teacher Education Through the Epistemic Core of Chemistry
Ebru Kaya, Sibel Erduran
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Springer International Publishing 
Geisteswissenschaften, Kunst, Musik / Erwachsenenbildung
Beschreibung
This book synthesizes theoretical perspectives, empirical evidence and practical strategies for improving teacher education in chemistry. Many chemistry lessons involve mindless “cookbook” activities where students and teachers follow recipes, memorise formulae and recall facts without understanding how and why knowledge in chemistry works. Capitalising on traditionally disparate areas of research, the book investigates how to make chemistry education more meaningful for both students and teachers. It provides an example of how theory and practice in chemistry education can be bridged. It reflects on the nature of knowledge in chemistry by referring to theoretical perspectives from philosophy of chemistry. It draws on empirical evidence from research on teacher education, and illustrates concrete strategies and resources that can be used by teacher educators. The book describes the design and implementation of an innovative teacher education project to show the impact of an intervention on pre-service teachers. The book shows how, by making use of visual representations and analogies, the project makes some fairly abstract and complex ideas accessible to pre-service teachers.
Kundenbewertungen
chemistry instruction, meaningful chemistry education, chemical explanations, learning and instruction, chemical laws, Philosophy of Chemistry, Pre-Service Teachers’ Epistemic Thinking, Epistemic Core of Chemistry, Epistemic Identity and Teacher Education, chemistry teacher education, innovative teacher education, Epistemic Beliefs, chemistry education, nature of chemical knowledge, Chemistry Curriculum, curriculum design, chemical models