Chemistry Education -- Contents -- Foreword -- Preface -- List of Contributors -- Part I: Chemistry Education: A Global Endeavour -- Chapter 1 Chemistry Education and Human Activity -- 1.1 Overview -- 1.2 Chemistry Education and Human Activity -- 1.3 A Visual Metaphor: Tetrahedral Chemistry Education -- 1.4 Three Emphases on Human Activity in Chemistry Education -- 1.4.1 The Human Activity of Learning and Teaching Chemistry -- 1.4.1.1 Atoms or Learners First? -- 1.4.1.2 Identifying Learners and Designing Curriculum to Meet Their Needs -- 1.4.1.3 Effective Practices in the Human Activity of Learning and Teaching Chemistry -- 1.4.1.4 Identifying and Eliminating Worst Practices as a Strategy? -- 1.4.1.5 Exemplar: Emphasizing the Human Activity of Learning and Teaching Chemistry -- 1.4.2 The Human Activity of Carrying Out Chemistry -- 1.4.2.1 Explicit and Implicit Messages about the Nature of Chemistry -- 1.4.2.2 Breathing the Life of Imagination into Chemistry's Facts -- 1.4.2.3 Exemplars: Emphasizing the Human Activity of Carrying Out Chemistry -- 1.4.3 Chemistry Education in the Anthropocene Epoch -- 1.4.3.1 Planetary Boundaries: A Chemistry Course Outline? -- 1.4.3.2 Steps toward Anthropocene-Aware Chemistry Education -- 1.4.3.3 Exemplars: Anthropocene-Aware Chemistry Education -- 1.5 Teaching and Learning from Rich Contexts -- 1.5.1 Diving into an Ocean of Concepts Related to Acid\endash Base Chemistry -- 1.5.2 What Is Teaching and Learning from Rich Contexts? -- 1.5.3 Teaching and Learning from Rich Contexts\,\endash \,Evidence for Effectiveness -- 1.5.4 From ``Chemical'' to ``Chemistry'' Education\,\endash \,Barriers to Change -- Acknowledgments -- References -- Chapter 2 Chemistry Education That Makes Connections:\hb Our Responsibilities -- 2.1 What This Chapter Is About.

2.2 Story \#1: Does This Plane Have Wings? -- 2.3 Story \#2: Coaching Students to ``See'' the Invisible -- 2.4 Story \#3: Designing Super-Learning Environments for Our Students -- 2.5 Story \#4: Connections to Public Health (Matthew Fisher) -- 2.6 Story \#5: Green Chemistry Connections (Richard Sheardy) -- 2.7 Story \#6: Connections to Cardboard (Garon Smith) -- 2.8 Story \#7: Wisdom from the Bike Trail -- 2.9 Conclusion: The Responsibility to ``Connect the Dots'' -- References -- Chapter 3 The Connection between the Local Chemistry Curriculum and Chemistry Terms in the Global News: The Glocalization\hb Perspective -- 3.1 Introduction -- 3.2 Understanding Scientific Literacy -- 3.3 Introduction of Teaching Keywords-Based Recommendation System -- 3.4 Method -- 3.5 Results -- 3.5.1 Example 1: Global Warming -- 3.5.2 Example 2: Sustainability -- 3.5.3 Example 3: Energy -- 3.5.4 Example 4: Acid -- 3.5.5 Example 5: Atomic Structure -- 3.5.6 Example 6: Chemical Equilibrium -- 3.5.7 Example 7: Ethylene -- 3.5.8 Example 8: Melamine -- 3.5.9 Example 9: Nano -- 3.6 Concluding Remarks and Discussion -- 3.7 Implications for Chemistry Education -- Acknowledgment -- References -- Chapter 4 Changing Perspectives on the Undergraduate Chemistry Curriculum -- 4.1 The Traditional Undergraduate Curriculum -- 4.2 A Call for Innovation -- 4.2.1 Constructivism and Research on Student Learning -- 4.2.2 New Technologies -- 4.2.3 The Evolving Nature of Chemistry -- 4.2.4 Developments in Society and Universities -- 4.3 Implementation of New Teaching Methods -- 4.3.1 The Interactive Lecture -- 4.3.2 Problem- and Inquiry-Based Teaching -- 4.3.3 Research-Based Teaching -- 4.3.4 Competency-Based Teaching -- 4.4 A Competency-Based Undergraduate Curriculum -- 4.4.1 The Structure of the Curriculum -- 4.4.2 Competency Area of Analysis.

4.4.3 Competency Area of Synthesis -- 4.4.4 Competency Area of Modeling -- 4.4.5 The Road to a Competency-Based Curriculum -- 4.5 Conclusions and Outlook -- References -- Chapter 5 Empowering Chemistry Teachers' Learning: Practices and New Challenges -- 5.1 Introduction -- 5.2 Chemistry Teachers' Professional Knowledge Base -- 5.2.1 The Knowledge Base for Teaching -- 5.2.2 Chemistry Teachers' Professional Knowledge -- 5.2.3 Development of Chemistry Teachers' Professional Knowledge -- 5.3 Empowering Chemistry Teachers to Teach Challenging Issues -- 5.3.1 Empowering Chemistry Teachers for Context-Based Teaching -- 5.3.2 Empowering Chemistry Teachers to Teach about Models and Modeling -- 5.3.3 Empowering Chemistry Teachers to Use Computer-Based Technologies for Teaching -- 5.4 New Challenges and Opportunities to Empower Chemistry Teachers' Learning -- 5.4.1 Becoming a Lifelong Research-Oriented Chemistry Teacher -- 5.4.2 Learning Communities as a Tool to Empower Chemistry Teachers' Learning -- 5.5 Final Conclusions and Future Trends -- References -- Chapter 6 Lifelong Learning: Approaches to Increasing the Understanding of Chemistry by Everybody -- 6.1 The Permanent Significance of Chemistry -- 6.2 Providing Opportunities for the Lifelong Learning of Chemistry -- 6.2.1 Improving School-Level Formal Chemistry Education -- 6.2.2 Formal Lifelong Chemical Education -- 6.2.3 Informal Chemical Education -- 6.2.4 Emphases in the Provision of Lifelong Chemical Education -- 6.3 The Content and Presentation of Ideas for Lifelong Chemical Education -- 6.3.1 The Content of Lifelong Chemical Education -- 6.3.2 The Presentation of Chemistry to Diverse Populations -- 6.4 Pedagogy to Support Lifelong Learning -- 6.5 Criteria for the Selection of Media for Lifelong Chemical Education.

6.6 Science Museums and Science Centers -- 6.6.1 Museums -- 6.6.2 Science Centers -- 6.7 Print Media: Newspapers and Magazines -- 6.8 Print Media: Popular Books -- 6.9 Printed Media: Cartoons, Comics, and Graphic Novels -- 6.9.1 Three Allied Genre -- 6.9.2 The Graphic Novel -- 6.9.3 The Educational Use of Graphic Novels in Science Education -- 6.9.4 Case Study: A Graphic Novel Concerned with Cancer Chemotherapy -- 6.10 Radio and Television -- 6.11 Digital Environments -- 6.12 Citizen Science -- 6.13 An Overview: Bringing About Better Opportunities for Lifelong Chemical Education -- References -- Part II: Best Practices and Innovative Strategies -- Chapter 7 Using Chemistry Education Research to Inform Teaching Strategies and Design of Instructional Materials -- 7.1 Introduction -- 7.2 Research into Student Learning -- 7.3 Connecting Research to Practice -- 7.3.1 Misconceptions -- 7.3.2 Student Response Systems -- 7.3.3 Concept Inventories -- 7.3.4 Student Discourse and Argumentation -- 7.3.5 Problem Solving -- 7.3.6 Representations -- 7.3.7 Instruments -- 7.4 Research-Based Teaching Practice -- 7.4.1 Interactive Lecture Demonstrations -- 7.4.2 ANAPOGIL: Process-Oriented Guided Inquiry Learning in Analytical Chemistry -- 7.4.3 CLUE: Chemistry, Life, the Universe, and Everything -- 7.5 Implementation -- 7.6 Continuing the Cycle -- References -- Chapter 8 Research on Problem Solving in Chemistry -- 8.1 Why Do Research on Problem Solving? -- 8.2 Results of Early Research on Problem Solving in General Chemistry -- 8.3 What About Organic Chemistry -- 8.4 The ``Problem-Solving Mindset'' -- 8.5 An Anarchistic Model of Problem Solving -- 8.6 Conclusion -- References -- Chapter 9 Do Real Work, Not Homework -- 9.1 Thinking About Real Work -- 9.1.1 Defining Real Work: Authentic Learning Experiences.

9.1.2 Doing Real Work: Situated Learning -- 9.2 Attributes of Real Work -- 9.2.1 Balance Convergent and Divergent Tasks -- 9.2.1.1 Convergent Assignments -- 9.2.1.2 Divergent Assignments -- 9.2.1.3 Balancing Convergent and Divergent Assignments -- 9.2.1.4 Convergent Assignments in Team Learning -- 9.2.1.5 Divergent Assignments in Team Learning -- 9.2.2 Peer Presentations, Review, and Critique -- 9.2.2.1 Calibrated Peer Review -- 9.2.2.2 Guided Peer Review and Revision -- 9.2.2.3 Argumentation and Evidence -- 9.2.3 Balance Teamwork and Individual Work -- 9.2.3.1 Team-Based Learning: Face-to-Face Teams -- 9.2.3.2 Team-Based Learning: Virtual Teams -- 9.2.3.3 Team-Based Learning: Laboratory Projects -- 9.2.3.4 Team-Based Learning: Collaborative Identification -- 9.2.3.5 Team-Based Learning: Experimental Optimization -- 9.2.4 Students Use the Instructional Technologies -- 9.2.4.1 Learning by Design -- 9.2.4.2 Electronic Homework System: In the Classroom -- 9.2.4.3 Student-Generated Videos -- 9.2.4.4 Student-Generated Animations -- 9.2.4.5 Student-Generated Video Blogs -- 9.2.4.6 Wikipedia Editing -- 9.2.4.7 Wiki Environment -- 9.2.4.8 Student-Generated Metaphors -- 9.2.5 Use Authentic Texts and Evidence -- 9.2.5.1 Literature Summaries -- 9.2.5.2 Literature Seminars -- 9.2.5.3 Public Science Sources -- 9.2.5.4 Generating Questions -- 9.2.5.5 Course-Based Undergraduate Research Experiences\hb (CURE) -- 9.2.5.6 Interdisciplinary Research-Based Projects -- 9.2.6 As Important to the Class as the Teacher's\hb Work -- 9.2.6.1 Student-Generated Instructional Materials -- 9.2.6.2 Wiki Textbooks -- 9.2.6.3 Print and Web-Based Textbooks -- 9.2.6.4 Electronic Homework Systems -- 9.2.6.5 Podcasts -- 9.2.6.6 Classroom: Active-Learning Assignments -- 9.2.6.7 Laboratory: Safety Teams -- 9.3 Learning from Real Work.

9.3.1 Evidence of Creativity through the Production of Divergent Explanations.