Titlebook: Research in Chemistry Education; Liliana Mammino,Jan Apotheker Book 2021 Springer Nature Switzerland AG 2021 teaching chemistry.learning c

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Chemistry for the Masses: The Value of Small Scale Chemistry to Address Misconceptions and Re-estab’s understanding of theoretical work. As a result of this lack of practical support, many learners struggle with misconceptions that hinder their progress and disadvantage them on subsequent higher levels. Furthermore, schools in rural settings have many resource barriers that seriously hinder effec

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The Systemic Approach to Teaching and Learning Organic Chemistry (SATLOC): Systemic Strategy for Buit (Benzene and its related compounds). It first presents the general strategy of converting linear traditional units into systemic units. Then it makes use of this general strategy in building the above mentioned unit. This unite can be used as a model for building other unites in aromatic chemistr

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Are Our Students Learning and Understanding Chemistry as Intended? Investigating the Level of Priorone by using a diagnostic test based mainly on concepts that are pre-requisite or foundational knowledge (high school and 1st year chemistry syllabi) to the 2nd year Inorganic Chemistry course, CHE 2521. The diagnostic test covered the following concepts: hybridization, electronegativity, octet rule

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Are the Newly Formed Kenyan Universities Ready to Teach Externally Examined Diploma Courses in Analreated universities have continued to teach STEM diploma courses, including analytical chemistry, which were formerly offered by the technical colleges. The ability and readiness of the new university colleges (NUCs) to teach diploma in analytical chemistry is questionable. Data to investigate their

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,“Closing the Circle” in Student Assessment and Learning,ivities in addition to teaching activities. Unfortunately, course assessment strategies are frequently not “student-centred,” but treat students as a passive part of the assessment process (Carnegie Mellon University, Why should assessments, learning objectives, and instructional strategies be align

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Interpretation and Translation of Chemistry Representations by Grade 11 Pupils in the Chipata Distr. The study used a designed pupils’ interpretation and translation activity, teachers’ structured questionnaires, and pupils’ focus group discussions to collect data. It was found that most pupils were unable to adequately interpret the macro, symbolic and sub-micro representations of chemistry and

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Chemistry Teaching and Chemical Education Research: 30-Year Experience in Integration Pathways,he/she is teaching, and to continuously improve the quality of the approaches. Pursuing these objectives involves a ?research + implementation? recursion-type process developing through the following steps: observing how students perform, making diagnoses, interpreting diagnoses and trying to identi

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