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008			130420s2013 ne | s |||| 0|eng d
020			_a9789462091405 _9978-94-6209-140-5
024	7		_a10.1007/978-94-6209-140-5 _2doi
050		4	_aL1-991
072		7	_aJN _2bicssc
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082	0	4	_a370 _223
245	1	0	_aTeaching Chemistry – A Studybook _h[electronic resource] : _bA Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers / _cedited by Ingo Eilks, Avi Hofstein.
264		1	_aRotterdam : _bSensePublishers : _bImprint: SensePublishers, _c2013.
300			_aXIV, 336 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
520			_aThis book focuses on developing and updating prospective and practicing chemistry teachers’ pedagogical content knowledge. The 11 chapters of the book discuss the most essential theories from general and science education, and in the second part of each of the chapters apply the theory to examples from the chemistry classroom. Key sentences, tasks for self-assessment, and suggestions for further reading are also included. The book is focused on many different issues a teacher of chemistry is concerned with. The chapters provide contemporary discussions of the chemistry curriculum, objectives and assessment, motivation, learning difficulties, linguistic issues, practical work, student active pedagogies, ICT, informal learning, continuous professional development, and teaching chemistry in developing environments. This book, with contributions from many of the world’s top experts in chemistry education, is a major publication offering something that has not previously been available. Within this single volume, chemistry teachers, teacher educators, and prospective teachers will find information and advice relating to key issues in teaching (such as the curriculum, assessment and so forth), but contextualised in terms of the specifics of teaching and learning of chemistry, and drawing upon the extensive research in the field. Moreover, the book is written in a scholarly style with extensive citations to the literature, thus providing an excellent starting point for teachers and research students undertaking scholarly studies in chemistry education; whilst, at the same time, offering insight and practical advice to support the planning of effective chemistry teaching. This book should be considered essential reading for those preparing for chemistry teaching, and will be an important addition to the libraries of all concerned with chemical education. Dr Keith S. Taber (University of Cambridge; Editor: Chemistry Education Research and Practice) The highly regarded collection of authors in this book fills a critical void by providing an essential resource for teachers of chemistry to enhance pedagogical content knowledge for teaching modern chemistry. Through clever orchestration of examples and theory, and with carefully framed guiding questions, the book equips teachers to act on the relevance of essential chemistry knowledge to navigate such challenges as context, motivation to learn, thinking, activity, language, assessment, and maintaining professional expertise. If you are a secondary or post-secondary teacher of chemistry, this book will quickly become a favorite well-thumbed resource! Professor Hannah Sevian (University of Massachusetts Boston).
650		0	_aEducation.
650	1	4	_aEducation.
650	2	4	_aEducation, general.
700	1		_aEilks, Ingo. _eeditor.
700	1		_aHofstein, Avi. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-6209-140-5
912			_aZDB-2-SHU
942			_2Dewey Decimal Classification _ceBooks
999			_c49013 _d49013