Hidden Bibliographic Details
| Other authors / contributors: | Kaya, Ebru, author.
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| ISBN: | 9783030153267
3030153266
3030153258
9783030153250
9783030153274
3030153274
9783030153281
3030153282
9783030153250
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| Digital file characteristics: | text file PDF
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| Notes: | Includes bibliographical references.
Online resource; title from digital title page (viewed on July 19, 2019).
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| Summary: | This book synthesizes theoretical perspectives, empirical evidence and practical strategies for improving teacher education in chemistry. Many chemistry lessons involve mindless 'cookbook' activities where students and teachers follow recipes, memorise formulae and recall facts without understanding how and why knowledge in chemistry works. Capitalising on traditionally disparate areas of research, the book investigates how to make chemistry education more meaningful for both students and teachers. It provides an example of how theory and practice in chemistry education can be bridged. It reflects on the nature of knowledge in chemistry by referring to theoretical perspectives from philosophy of chemistry. It draws on empirical evidence from research on teacher education, and illustrates concrete strategies and resources that can be used by teacher educators. The book describes the design and implementation of an innovative teacher education project to show the impact of an intervention on pre-service teachers. The book shows how, by making use of visual representations and analogies, the project makes some fairly abstract and complex ideas accessible to pre-service teachers.
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| Other form: | Print version: Erduran, Sibel. Transforming Teacher Education Through the Epistemic Core of Chemistry : Empirical Evidence and Practical Strategies. Cham : Springer, ©2019 9783030153250
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| Standard no.: | 10.1007/978-3-030-15326-7
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