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Book Categories |
| Preface | ||
| Ch. 1 | The People | 1 |
| Ch. 2 | A Framework for Discussion | 7 |
| Ch. 3 | Eternal Verities | 17 |
| Ch. 4 | Intelligence | 29 |
| Ch. 5 | How We Learn | 41 |
| Ch. 6 | Implications for Teaching | 53 |
| Ch. 7 | Problem Solving | 63 |
| Ch. 8 | Teaching Problem Solving | 83 |
| Ch. 9 | Concept Learning | 105 |
| Ch. 10 | Analyzing Concepts To Clarify Their Meaning | 121 |
| Ch. 11 | Difficulties in Teaching Concepts | 137 |
| Ch. 12 | Relationships Among Concepts: Propositions, Principles, and Rules | 153 |
| Ch. 13 | The Role of Language in Teaching Chemistry | 161 |
| Ch. 14 | Generalized Intellectual Skills | 183 |
| Ch. 15 | Scientific Reasoning | 195 |
| Ch. 16 | Teaching Generalized Intellectual Skills | 209 |
| Ch. 17 | Values in Science Teaching | 229 |
| Ch. 18 | Motivation and Chemistry Teaching | 241 |
| Ch. 19 | Promoting Task Involvement and Intrinsic Motivation | 249 |
| Appendix A. Concept Analysis for Mib | 263 | |
| Appendix B. Concept Analysis for Concept | 265 | |
| Appendix C. Concept Analysis for Atom | 267 | |
| Appendix D. Flawed Analysis for Element | 269 | |
| Appendix E. Concept Analysis for Element | 271 | |
| Appendix F. Concept Analysis for Mole | 273 | |
| Appendix G. Concept Analysis for Mixture | 275 | |
| Appendix H. Concept Analysis for Weight | 277 | |
| Appendix I. Concept Analysis for Mass | 279 | |
| Appendix J. Concept Analysis for Chemical Symbol | 282 | |
| Appendix K. Concept Analysis for Melting | 284 | |
| Appendix L. Selected Piagetian Tasks | 285 | |
| Appendix M. Recent Research on Piaget's Stage Theory | 288 | |
| Appendix N. Books Related to Intellectual Development | 293 | |
| References | 295 | |
| Additional References | 317 | |
| Index | 327 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Robert Van Elsen
reviewed The Chemistry Classroom: Formulas for Successful Teaching on June 29, 2011
The Chemistry Classroom: Formulas for Successful Teaching
Ok, I read almost the whole thing - I couldn't make it through the appendix. The NSTA statement on teaching evolution was ok; I think the NABT statement is just too similar for me to read right now.
This book is a pretty good book; it includes information about evolution and teaching activities. I'm just a little tired of evolution. We spent quite a bit of class time discussing readings on this topic. Although I'm slightly more interested in biology than I was a month and a half ago, my interest is still minimal. I think this book was too specific to be very relevant for me.
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