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The textbook is aimed at all those interested in communicating chemistry. However, it has been specifically designed for chemistry teacher students, to support them in the preparation and follow-up of their subject-matter didactical studies and in their teaching practice.
The specific structures, concepts, and methods of chemistry that are significant for communicating the subject matter of chemistry are analyzed in this textbook from a didactical perspective, guided by theory, and reflected upon in light of classroom practice. At the center of this analysis is the model of transformation, which is used here to highlight the tasks of the chemistry educator.
Readers will learn through practical examples how educators can transform the subject matter of chemistry, taking into account the learners and the goals of transformation, into a teaching/learning content, thereby creating effective learning environments. Current challenges complement the foundations and make this book a valuable companion for future chemistry teachers.
List of contents
From the Art of Teaching to the Science of Knowledge Transfer.- Knowledge Transfer as an Educational Mission.- Knowledge Transfer through Transformation.- On the Way to Chemistry Instruction.- Special Challenges in Designing Chemistry Instruction.- Selected Literature for Further Study.
About the author
Christiane S. Reiners is professor of chemistry didactics at the University of Cologne. From 2003 to 2005, she simultaneously served as Vice Rector for Teaching, Studies, and Curriculum Reform at the University of Cologne. She was awarded the Johann Friedrich Gmelin Prize by the GDCh (German Chemical Society) Education Group in 1992, and she received the Albertus Magnus Teaching Award in 2009 and 2014.
One of her research focuses is in the area of the Nature of Science.
Summary
The textbook is aimed at all those interested in communicating chemistry. However, it has been specifically designed for chemistry teacher students, to support them in the preparation and follow-up of their subject-matter didactical studies and in their teaching practice.
The specific structures, concepts, and methods of chemistry that are significant for communicating the subject matter of chemistry are analyzed in this textbook from a didactical perspective, guided by theory, and reflected upon in light of classroom practice. At the center of this analysis is the model of transformation, which is used here to highlight the tasks of the chemistry educator.
Readers will learn through practical examples how educators can transform the subject matter of chemistry, taking into account the learners and the goals of transformation, into a teaching/learning content, thereby creating effective learning environments. Current challenges complement the foundations and make this book a valuable companion for future chemistry teachers.
