Modeling Instruction: A Learning Progression That Makes High School Chemistry More Coherent to Students

Autor/in	Cullen, Deanna M.
Titel	Modeling Instruction: A Learning Progression That Makes High School Chemistry More Coherent to Students
Quelle	In: Journal of Chemical Education, 92 (2011) 8, S.1269-1272 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.5b00544
Schlagwörter	Chemistry; Secondary School Science; Science Instruction; Models; Inquiry; Active Learning; Concept Formation; High School Students; Teaching Methods + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Aktives Lernen; Concept learning; Begriffsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Current chemistry education reforms have reestablished the process of science as a priority. Despite this progress, many students cannot comprehend the interrelatedness of the content. Modeling Instruction incorporates the components of inquiry with the added benefit of a logical sequence of conceptual development that provides a dynamic learning progression. The cohesiveness of the chemistry content along with using evidence to build understanding makes learning chemistry more intuitive for students. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01