Alternative Conceptions and the Learning of Chemistry

A great deal of research has indicated that teaching is rarely a matter of introducing learners to material that simply replaces previous ignorance, but is more often a matter of presenting ideas that are somewhat at odds with existing understanding. In subjects such as chemistry, learners at school and university come to their studies already holding misconceptions or ‘alternative conceptions’ of subject matter. This has implications for subsequent learning, and so for teaching. This article reviews a number of key issues: (i), the origins of these alternative conceptions; (ii), the nature of these ideas; and, (iii), how they influence learning of the chemistry curriculum. These issues are in turn significant for guidance on (a) how curriculum should be selected and sequenced, and (b) on the pedagogy likely to be most effective in teaching chemistry. A specific concern reported in chemistry education is that one source of alternative conceptions seems to be instruction itself.     

Factors Affecting the Study of Chemistry in Different Countries Around the World: Findings from an International Survey

Improving teaching and student learning in chemistry classrooms is an important goal that is constantly researched. Several comparative studies of science teaching have been carried out on different parameters, e. g. misconceptions which science teachers and students may have regarding the scientific concepts they learn and teach. Here we describe science teaching in general, and chemistry teaching in particular, in 12 countries including Israel. Different parameters are compared, including the hours that are devoted to science, the subjects included, the pedagogy, and teachers′ salaries. The survey covers all school levels: elementary school, secondary school and high school. At the high‐school level, the comparison focused on chemistry studies. In this study the variances variables, such as the hours that are allocated for science teaching, did not show an appreciable effect on students′ achievements. It was also found that, in countries where chemistry studies at the high‐school level are not mandatory, innovative pedagogies are more likely to replace the traditional chemistry teaching methods where chemistry is taught according to the structure of the subject based on basic concepts that underlie the curriculum. The study provided an additional support to the importance of the professional development of science and chemistry teachers and suggest that the autonomy that is given to them could influence the quality of science teaching and students′ achievements.     

物理化学教学中有关电化学问题探讨

电化学是研究电现象与化学现象之间内在联系的一门科学。电化学无论在理论上还是在实际应用上都有十分丰富的内涵。电化学在物理化学教材中分为电解质溶液、可逆电池的电动势及其应用和电解与极化作用三章来介绍,是物理化学课程的重要组成部分。文章探讨了在物理化学教学中电极反应和极化曲线等与电化学有联系的几个问题,旨在对提高物理化学教学效果有帮助。     

浅谈化学实验在化学教学中的作用

化学实验以其丰富的内涵在化学教学中发挥着独特的功能和作用：a)提高学生的学习兴趣；b)培养学生的观察思维能力；c)培养学生的动手操作能力；d)培养学生解决问题的能力。     

碳碳双键亲电加成反应的启发式教学

本文以碳碳双键的亲电加成反应为例,从诱导启发、解决问题、问题延伸及讨论总结四个方面,探讨了如何将启发式教学方法运用于有机化学教学过程中,从而达到引导学生独立思考、独立分析问题和解决问题,最终变被动学习为主动学习的目的。     

Effects of new teaching approaches on motivation and achievement in higher education applied chemistry courses: A case study in Tunisia

New teaching approaches differ from classic ones in promoting active learning. Despite claims that new teaching approaches increase students’ motivation and achievement, empirical research concerning these positive effects is scarce, specifically regarding effects on achievement. In the present investigation, we conducted a series of quasi-experimental studies to compare new with classic teaching approaches. In four studies, we investigated the impact of flipped courses - an innovating teaching method (vs. classic teaching) - and of three innovative test formats - journal format report (vs. classic report), research article analysis and exam with all documents authorised (vs. classic exam) - on the motivation and achievement of students taking applied chemistry courses at the Higher Institute of Applied Biology of Medenine, Tunisia. Students’ motivation was increased by all new teaching approaches. Achievement scores were also significantly improved by these new methods, except for the exam with all documents authorized. Effect size calculations showed that all four new approaches had larger effects on motivation than on achievement, and that motivational vs. achievement benefits were unequally balanced across active learning tools.Our findings strengthen the relevance of active learning tools in high-level applied chemistry teaching, but they highlight the need to consider priority goals (increased motivation vs. achievement) when adopting a particular learning tool.     

面向问题的物理化学教学法探讨

介绍了物理化学课程教学过程中通过引入与实际相关的问题,以解决这些问题展开课程教学,激发学生学习的热情,培养学生解决实际问题的能力,加强师生之间的课堂互动,从而提高教学质量。文中提供了物理化学各章的一些问题实例。教学实践结果表明,这是提高学生创新能力的一个教学方法。     

有机化学教学中的实践与体会

有机化学教学中要善于由结构推导出性质,利用对比方法识记和掌握有机化学知识;通过有机化学实验教学加深学生对理论知识的理解,培养学生的观察能力、动手操作能力和严谨的科学态度;加强习题训练,提高学生灵活应用所学知识和分析解决问题的能力。实现多媒体技术与传统教学方式的最优化结合,改善教学效果,提高教学质量。     

有机化学实验模块化教学的探索与实践

本文介绍福州大学化学理科专业有机化学实验教学实施模块化教学以及在实验内容和教学方法上的改革探索。实践表明：以模块化教学为手段和以提高学生的综合能力为目标的教学活动,能充分发挥教师的主导作用和学生的主体作用,为学生将来的后续课程及综合能力的培养打下坚实的基础。     

美国加州大学伯克利分校基础化学课程教学模式对我们的启示

本文介绍了美国加州大学伯克利分校基础化学课程教学模式的特点,即理论教学与实验相结合,教师讲授与学生解答问题相结合,主讲教师授课与专家讲座相结合。同时介绍了我们在有机化学课程双语教学中借鉴国外现代教学模式的实践与体会。     

普通化学课程改革探讨

化学素质教育是高等工程教育中重要的组成部分。但普通化学学时少,教学效果不佳。为此,我们进行了普通化学课程改革,明确教学目标和教学内容,采用建构主义的教学方法,帮助学生建立比较全面而正确的化学观,了解并初步掌握化学对物质世界的认知、分辨和解决问题的思路与方法。     

化学基础理论知识在高中与大学间的衔接研究

化学基础理论是中学化学教材的核心内容,同时也涵盖了整个大学化学的重要领域,目前对化学基础理论在两阶段的衔接研究尚为不足。以电化学基础理论为主要对象,分析其在课程标准及其在不同教材中的呈现形式,总结出该部分内容知识点在高中与大学间的衔接特征,初步提出相应的教学策略。     

浅议提高物理化学课程的教学质量

物理化学作为化学的灵魂,却一直被学生认为是最枯燥、最难学的课程之一。文章从注重第一节课、结合实际调整教学内容、授课需理论联系实际、讲解习题注重解题思路、合理利用多媒体技术及对物理化学实验进行适当改革六个方面,探讨如何提高物理化学课程的教学质量。     

案例教学法在精细化学品化学中的应用

精细化学品化学是应用化学、化学工程与工艺专业一门重要的课程,学生难学,老师难教是该课程的一大特点。针对这一问题,在精细化学品化学课中引入案例教学,显示了良好的教学效果:不仅调动了学生的学习积极性,加深了对知识的理解和掌握,而且提高了学生从事科研和解决实际问题的能力。     

活动教学在无机化学教学中的应用探讨

分析了活动教学的特点和意义,并根据教学实际,采用课堂分段教学,将实验和理论教学结合,科研和教学相结合等方式,构建了无机化学教学的活动教学模式。实践证明,在无机化学教学中采用活动教学的方式极大提高学生的学习兴趣,培养了学生独立思考问题,解决问题和独立进行科学探讨能力。     

化工助剂课程的教学改革与实践

了适应化工助剂的迅猛发展，根据课程特点和化工学科的发展趋势对化工助剂课程进修教学改革，以使学生“乐于学”和“善于学”．促进教学质量的提高，同时，达到培养学生的创新精神、分析和解决问题的能力的目的。     

药学专业有机化学实验PBL教学法探讨

为了提高药学专业有机化学的教学质量,增强学生的学习兴趣,在有机化学教学中引入问题教学法(Problembased learning,PBL),先以有机化学实验作为试点,通过一学期的实践,证明PBL教学法可以提高学生学习兴趣,培养学生自己解决问题的能力,效果较好,为下一步在理论课上推广积累了经验。     

天然药物化学课程PBL-LBL双轨教学法培养学生创新能力的探索

在天然药物化学的教学过程中,对采用PBL-LBL双轨教学模式培养学生的创新能力进行了探索.在理论课的教学过程中,侧重培养学生分析、解决问题及创新思维能力.在实验课教学过程中,注重将理论知识与实践教学有机结合培养学生创新思维能力,并利用研究创新型实验提高学生的实践创新能力.与传统的教学模式相比,PBL-LBL双轨教学模式在培养学生的创新能力方面取得了良好的教学效果.     

PBL教学法在生态学专业有机化学教学中的应用

PBL(problem-based learning)教学模式是基于问题学习、以问题为向导、以学生为中心的教学方法。这种全新的教学模式和传统教学方法相比,具有无可比拟的优点,能够充分调动学生的学习主动性,注重学生能力的培养。笔者在生态学专业有机化学教学中尝试运用了PBL教学法,在培养学生自学能力和解决实际问题的能力上初见成效。     

应用型本科基础化学教改探讨

基础化学教学可以培养学生的分析问题和解决问题能力、计算和抽象思维能力、科研开发能力,以及创新精神和实践能力,提高他们的科学素质。文章从教学内容、教学方法、实验和考核方式等方面,对应用型本科院校的基础化学课程的改革进行了讨论,提出了构想。