Literaturnachweis - Detailanzeige
| Autor/in | Johnson, Philip |
|---|---|
| Titel | An Evidence-Based Approach to Introductory Chemistry |
| Quelle | In: School Science Review, 95 (2014) 352, S.89-97 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-6811 |
| Schlagwörter | Chemistry; Introductory Courses; Evidence; Teaching Methods; Educational Practices; Scientific Concepts; Difficulty Level; National Curriculum; Curriculum Design; Curriculum Development; Educational Change; Change Strategies; Foreign Countries; Secondary School Students; United Kingdom (England) |
| Abstract | Drawing on research into students' understanding, this article argues that the customary approach to introductory chemistry has created difficulties for students. Instead of being based on the notion of "solids, liquids and gases", introductory chemistry should be structured to develop the concept of a substance. The concept of a substance is defined and how the absence of this concept causes difficulties is explained. Important developments in the new National Curriculum in England are highlighted and taken further to show a curriculum structured around the concept of a substance. (As Provided). |
| Anmerkungen | Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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