Chemistry Education Practice, Theory, Research.pptVIP

Theory Chemistry Education Components of a theoretical approach Learning theory and pedagogy—Relevance Practical elements: Particular students: Attention to language, culture, and reflection on what something means to the individual. Mediator: Keeps students on task and away from making the experience “mere” entertainment. Materials: Address the students, support the mediator, and include assessment tools. Assessments: Make students responsible for knowing material in the context of the scenario. Chemistry Education Chemistry education research Quantitative research: What is happening to chemistryknowledge? Qualitative research: What do these findings mean? Research Chemistry Education Chemistry education research “Good research in chemistry education has features identical to features of good research in other areas of chemistry. Quality research in chemical education is theory based. It is based on data collected and analyzed by accepted protocols, and it produces generalizable results. The goal of research in chemical education is to enhance the transmission and understanding of chemistry.” D. Bunce W. R. Robinson, J. Chem. Educ., 1997, 74, 1076-1079. Research Chemistry Education Chemistry education research What is happening to chemistry knowledge? From UIC’s combined math / chemistry (“MATCH”) program: Research Chemistry Education : Practice, Theory, Research Donald J. Wink Department of Chemistry (MC 111) University of Illinois at Chicago 845 W. Taylor Street Chicago, IL 60607 dwink@ Theory Chemistry Education Research Practice Scope of the field Careers / Training Sharon Fetzer Gislason, UIC Department of ChemistryJulie Ellefson Kuehn, William Rainey Harper CollegeMaria Varelas, UIC College of Education Collaborators: UIC Chemistry: Luke Hanley, Willam Haney, Wade Freeman, Audrey Hammerich, Duncan Wardrop, Raymond Forslund, David Dickson, Dan Zavits, Rob Stahelin, Richard Kassner UIC Education: Marlynne Nishimura, Stacy Wenzel, Vicki Chou, Joe