A Scientific Approach to the Teaching of Chemistry: What Do We Know about How Students Learn in the Sciences, and How Can We Make Our Teaching Match This to Maximise Performance?

Autor/in	Reid, Norman
Titel	A Scientific Approach to the Teaching of Chemistry: What Do We Know about How Students Learn in the Sciences, and How Can We Make Our Teaching Match This to Maximise Performance?
Quelle	In: Chemistry Education Research and Practice, 9 (2008) 1, S.51-59 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/b801297k
Schlagwörter	Foreign Countries; Chemistry; Science Instruction; Teaching Methods; Learning Problems; Short Term Memory; Context Effect; Learning Processes; Learning Theories; Information Processing; Educational Change; Student Attitudes; Secondary Education; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernproblem; Kurzzeitgedächtnis; Learning process; Lernprozess; Learning theory; Lerntheorie; Informationsverarbeitung; Bildungsreform; Schülerverhalten; Sekundarbereich
Abstract	Around 1960, there were quite radical changes in emphasis in many countries in school chemistry education, with subsequent changes in many university courses. Considerable research was undertaken to explore the learning problems students were reporting and the common thread underlying became apparent: it related to the way humans process new information. From this research evidence, a model of learning was developed. This new model explained and interpreted the data but it also was used to "predict" how to bring about considerable improvements. All humans learn in essentially the same way and learning can be highly efficient and effective. If learning situations are not consistent with the way students learn, then problems can be expected. The curriculum revolutions of the 1960s had inadvertently brought about such inconsistencies. Many students were losing confidence and many countries reported a drop off in numbers choosing chemistry. The model of learning has been used to predict how improvements can be made in lecture type learning, laboratory learning, problem solving, and in curriculum construction and presentation. The research results have been quite remarkable, with quite dramatic improvements in performance being reported along with large changes in student attitudes. This paper summarises some of these results and to show how great improvements in learning (defined in terms of understanding) can be achieved simply by changing teaching approaches in line with the predictions from the model. (Contains 5 tables and 7 figures.) (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10