Chemistry in Context: Weaving the Web

Schwartz, A. Truman; Bunce, Diane M.; Silberman, Robert G.; Stanitski, Conrad L.; Stratton, Wilmer J.; Zipp, Arden P.

doi:10.1021/ed071p1041

Cited by 33 publications

(37 citation statements)

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“…This new medium facilitates communication among teachers and students worldwide and allows transfer of information with unprecedented speed and freedom from time and geographical barriers. The Internet and the WWW are used as a source of scientific data and theoretical information (12-14), a tool for designing learning environments (11,(15)(16)(17), integrating virtual models (18), and creating learning communities (19)(20)(21)(22)(23)(24)(25).While teaching the properties of substances and how they react, chemistry educators identified three levels of understanding: macroscopic, microscopic, and symbolic (26-29). Nakhleh and Krajcik (5) argued that there are four interconnected representational systems: the macroscopic system, microscopic system, symbolic system, and the algebraic system, in which the relationships of matter are presented and manipulated using formulas and graphs.…”

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confidence: 99%

A Web-Based Chemistry Course as a Means To Foster Freshmen Learning

2003

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Simulations, graphing, and microcomputer-based laboratories have been used in the last two decades as effective teaching methods in science education at both college and high school levels (1-5). Scientists, engineers, and science educators use models to concretize, simplify, and clarify abstract concepts, as well as to develop and explain theories, phenomena, and rules. Researchers underscored the need for models as enablers of students' mental transformation from two-dimensional to three-dimensional representations (6-8). Virtual models enhance teaching and learning of various topics in chemistry. Studies have shown that when teaching topics such as chemical bonding and organic compounds aided by three-dimensional computerized models, students' understanding improves (9-11).During the past decade, science educators have been engaged in experimental projects that focus on the integration of the Internet and World Wide Web (WWW) as an additional medium for teaching and learning. This new medium facilitates communication among teachers and students worldwide and allows transfer of information with unprecedented speed and freedom from time and geographical barriers. The Internet and the WWW are used as a source of scientific data and theoretical information (12-14), a tool for designing learning environments (11,(15)(16)(17), integrating virtual models (18), and creating learning communities (19)(20)(21)(22)(23)(24)(25).While teaching the properties of substances and how they react, chemistry educators identified three levels of understanding: macroscopic, microscopic, and symbolic (26-29). Nakhleh and Krajcik (5) argued that there are four interconnected representational systems: the macroscopic system, microscopic system, symbolic system, and the algebraic system, in which the relationships of matter are presented and manipulated using formulas and graphs. Instead of the algebraic system, Dori and Hameiri (30) suggested another fourth level-the process level, at which the substance is formed, decomposed, or reacts with other substances. Mastering this process level often requires higher-order thinking skills as well as at least two of the previous three chemistry understanding levels. Researchers have shown that plastic and virtual models, such as Computerized Molecular Modeling (CMM), help students develop conceptual understanding (31, 32) as well as the ability to transfer across the various levels (26-28). MethodologyChemistry courses in higher education have traditionally been composed of lectures, problem-solving sessions, and laboratories. This study, which took place at the TechnionIsrael Institute of Technology, was aimed at developing a freshmen Web-based chemistry course and investigating the performance of the students who use it. The course Web site included the following elements:• Weekly problem sets, for which solutions were provided a week later• Hyperlinks to Web sites that provide information about topics in chemistry that are relevant to the course, including historical and philosophical backgr...

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A Web-Based Chemistry Course as a Means To Foster Freshmen Learning

2003

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“…The bands centered at 1542.87 and 1630.52 cm À1 could be attributed to the bending vibrational frequency of OH groups due to the absorption of atmospheric water vapor by the nanoparticles [56]. The band at 2350.99 cm À1 may be related to the stretching frequency of the C]O bonds due to the possible adsorbed CO 2 molecules from atmosphere on the nanoparticles [57].…”

Section: The Fteir and Uvevis Spectramentioning

confidence: 97%

Synthesis and characterization of novel spinel Zn 1.114 La 1.264 Al 0.5 O 4.271 nanoparticles

Shariatinia‬

Sardsahra

2016

Journal of Alloys and Compounds

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“…This curriculum is highly influenced by the ChemCom (ACS, 2001) and Salter's Chemistry (Bennett and Lubben, 2006) models for high-school chemistry, and the Chemistry in Context approach for students who are not specializing in science (ACS, 2000;Schwartz et al, 1994). In all these cases, the curriculum is mostly centered on real-world problems and issues with significant chemical content.…”

Section: Current Approachesmentioning

confidence: 99%

Let’s teach how we think instead of what we know

Talanquer¹,

Pollard²

2010

Chem. Educ. Res. Pract.

141

132

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Despite multiple calls for reform, the curriculum for first-year college chemistry at many universities across the world is still mostly fact-based and encyclopedic, built upon a collection of isolated topics, oriented too much towards the perceived needs of chemistry majors, focused too much on abstract concepts and algorithmic problem solving, and detached from the practices, ways of thinking, and applications of both chemistry research and chemistry education research in the 21 st century. This paper describes an alternative way of conceptualizing the introductory chemistry curriculum for science and engineering majors by shifting the focus from learning chemistry as a body of knowledge to understanding chemistry as a way of thinking. Starting in 2007, we have worked on the development and implementation of a new curriculum intended to: promote deeper conceptual understanding of a minimum core of fundamental ideas instead of superficial coverage of multiple topics; connect core ideas between the course units by following well-defined learning progressions; introduce students to modern ways of thinking and problem-solving in chemistry; and involve students in realistic decision-making and problem-solving activities.

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Chemistry in Context: Weaving the Web

Abstract: This article includes a rationale for the American Chemical Society's new text (Chemistry in Context), as well as a brief history, and description of the content and pedagogy.

Cited by 33 publications

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A Web-Based Chemistry Course as a Means To Foster Freshmen Learning

A Web-Based Chemistry Course as a Means To Foster Freshmen Learning

Synthesis and characterization of novel spinel Zn 1.114 La 1.264 Al 0.5 O 4.271 nanoparticles

Let’s teach how we think instead of what we know

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