Teaching Chemistry - A Studybook: A Practical Guide and Textbook for Student Teachers,Teacher Trainees and Teachers -- CONTENTS -- INTRODUCTION -- A book to support reform towards modern chemistry teaching -- The content and the chapters -- The target audience and the idea of a studybook -- The structure of the books' chapters -- 1. HOW TO ALLOCATE THE CHEMISTRY CURRICULUM BETWEEN SCIENCE AND SOCIETY -- THEORETICAL BASIS -- Preparing future scientists vs. science education for all -- The idea of the curriculum emphases -- Basic orientations of the chemistry curriculum -- "Knowledge Development in Chemistry"-oriented science curricula -- From "Fundamental Chemistry" driven curricula to context-based learning -- Curricula based on the "Chemistry, Technology, and Society" approach -- Education for Sustainable Development (ESD) and the chemistry curriculum -- Hindering factors in curriculum innovation and the model of differentrepresentations of a curriculum -- THE PRACTICE OF CHEMISTRY TEACHING -- Structure of the discipline (SOD) approaches towards the chemistry curriculum -- Chemistry curricula base or focusing on the history of science (HOS) -- Context-based chemistry curricula -- Socio-scientific issues based chemistry teaching -- Education for Sustainable Development (ESD) and chemistry teaching -- SUMMARY: KEY SENTENCES -- ASK YOURSELF -- HINTS FOR FURTHER READING -- RESOURCES FROM THE INTERNET -- REFERENCES -- 2. HOW TO OUTLINE OBJECTIVES FOR CHEMISTRY EDUCATION AND HOW TO ASSESS THEM -- THEORETICAL BASIS -- What are the general aims of formal chemistry education? -- Justifying scientific/chemical literacy for all -- Attainment of chemical literacy -- Curriculum emphases as indicators of the curriculum justification -- Organisation of chemistry in the formal school curriculum -- The meaning of relevance in the formal curriculum.

The role of assessment for learning and curriculum innovation -- Pedagogical recommendations for attainment of chemical literacy -- THE PRACTICE OF CHEMISTRY TEACHING -- Setting up objectives for chemistry teaching -- Assessing levels of understanding chemistry and interdisciplinarity -- Use alternative assessments in chemistry lessons -- Assessing chemical literacy by understanding and extracting meanings fromadapted scientific articles -- Embedded assessment -- SUMMARY: KEY SENTENCES -- ASK YOURSELF -- HINTS FOR FURTHER READING -- RESOURCES FROM THE INTERNET -- REFERENCES -- 3. HOW TO MOTIVATE STUDENTS AND RAISE THEIR INTEREST IN CHEMISTRY EDUCATION -- THEORETICAL BASIS -- What do the terms 'motivation' and 'interest' mean? -- Development of motivation and interests: The Self-Determination-Theory ofMotivation -- The MoLE (Motivational Learning Environment) Mode -- Insights into students' interests -- Theoretical suggestions to enhance motivation -- A model of learner motivational characteristics and pedagogies -- THE PRACTICE OF CHEMISTRY TEACHING -- General strategies -- An example of how chemistry education can be designed to motivate the students -- A checklist for stimulating motivation and interest in chemistry classes -- How to assess motivation in chemistry education? - An example -- SUMMARY: KEY SENTENCES -- ASK YOURSELF -- HINTS FOR FURTHER READING -- RESOURCES FROM THE INTERNET -- REFERENCES -- 4. HOW TO BALANCE CHEMISTRY EDUCATION BETWEEN OBSERVING PHENOMENA AND THINKING IN MODELS -- THEORETICAL BASIS -- Educational framework -- Multiple meanings in teaching and learning chemistry -- Models and modelling in chemistry -- Students' difficulties in understanding multiple meanings and models -- Difficulties with the relation between macro domain and submicro domain.

Difficulties with the relation between symbolic domain and macro or submicrodomain. -- Difficulties with the relation between process domain and other domains. -- Difficulties with models. -- Factors explaining students' difficulties -- THE PRACTICE OF CHEMISTRY TEACHING -- Teaching multiple meanings -- Teaching about models -- Teaching with analogical models -- Teaching about modelling -- Taking students' (alternative) conceptions into account -- Teaching with cognitive conflicts -- Tools for identifying students' (alternative) conceptions -- Students' tasks for analysing submicro diagrams. -- Five provocative pieces as food for further thinking -- SUMMARY: KEY SENTENCES -- ASK YOURSELF -- HINTS FOR FURTHER READING -- RESOURCES FROM THE INTERNET -- REFERENCES -- 5. HOW TO DEAL WITH LINGUISTIC ISSUES IN CHEMISTRY CLASSES -- THEORETICAL BASIS -- Why focus on language in chemistry education -- The role of language in the learning of chemistry -- Learning the language of chemistry -- Linguistic heterogeneity in chemistry classes -- THE PRACTICE OF CHEMISTRY TEACHING -- Planning chemistry lessons with recognition of linguistic issues -- Visual tools to facilitate better comprehension of words and concepts -- Vocabulary and semantic tools -- Activities for learning the technical language of chemistry -- SUMMARY: KEY SENTENCES -- ASK YOURSELF -- HINTS FOR FURTHER READING -- RESOURCES FROM THE INTERNET -- REFERENCES -- 6. HOW TO LEARN IN AND FROM THE CHEMISTRY LABORATORY -- THEORETICAL BASIS -- The history of the laboratory in school chemistry education -- The role of the experiment for the generation of knowledge in science and inscience education -- The chemistry laboratory: A unique learning environment -- How are laboratories used? - Teachers' and students' practice -- The laboratory as a platform for developing learning skills.

Different modes of instruction in the chemistry laboratory -- Using ICT in the chemistry laboratory -- Problems that inhibit the effectiveness of practical work -- Research on the effects of the inquiry laboratory -- A vision of contemporary laboratory work in chemistry education -- THE PRACTICE OF CHEMISTRY TEACHING -- Two different approaches to teaching the same thing -- Analysing the role of the students and teacher in the laboratory -- Understanding skills development in laboratory lesson -- Organizing the work in the laboratory classroom -- The assessment of the students ' achievement and progress in the chemistry laboratory -- SUMMARY: KEY SENTENCES -- ASK YOURSELF -- HINTS FOR FURTHER READING -- RESOURCES FROM THE INTERNET -- REFERENCES -- 7. HOW TO ORGANISE THE CHEMISTRY CLASSROOM IN A STUDENT-ACTIVE MODE -- THEORETICAL BASIS -- From teacher-centred teaching to student-centred learning -- From behaviourism to social constructivism -- Cooperative learning to promote student-active learning -- An analytical toolfor reflecting on classroom interaction -- The variety of methods for making students active - Hands on and minds on -- THE PRACTICE OF CHEMISTRY TEACHING -- Methods for activating and structuring students ' thoughts -- Methods for stimulating communication for more effective chemistry learning -- Methods for learning chemistry in a cooperative mode -- Scenic interpretations, drama, role-play, and the mimicking authentic practices inchemistry education -- SUMMARY: KEY SENTENCES -- ASK YOURSELF -- HINTS FOR FURTHER READING -- RESOURCES FROM THE INTERNET -- REFERENCES -- 8. HOW TO PROMOTE CHEMISTRY LEARNING THROUGH THE USE OF ICT -- THEORETICAL BASIS -- Information and communication technology for learning -- Use of ICT in science education -- Learning with visualisations: The dual-coding theory.

Motivation and interaction: Arguments for the use of ICT in chemistry education -- Research reporting on visualisations in laboratories: Molecular modelling, anddata representation involving ICT -- Animated visuals in chemistry teaching -- Interactive whiteboards in chemistry teaching -- Sensors, data collection, analysis, and communication -- Use of the World Wide Web in chemistry teaching -- What do future ICT skills in chemistry entail? -- THE PRACTICE OF CHEMISTRY TEACHING -- ICT learning environments and pedagogical approaches -- Using audience participation software and interactive whiteboards -- Using sensors and data collectors -- SUMMARY: KEY SENTENCES -- ASK YOURSELF -- HINTS FOR FURTHER READING -- RESOURCES FROM THE INTERNET -- REFERENCES -- 9. HOW TO BENEFIT FROM THE INFORMAL AND INTERDISCIPLINARY DIMENSION OF CHEMISTRY IN TEACHING -- THEORETICAL BASIS -- Conceptualising non-formal and informal learning -- Practical examples of non-formal and informal learning -- Relationship between chemistry and other school subjects -- THE PRACTICE OF CHEMISTRY TEACHING -- Encouraging the engagement of potential learners -- Addressing negative attitudes to chemistry -- The quality of learning of chemical ideas -- Using modern chemical contexts -- Non-formal education -- Work-integrated learning -- SUMMARY: KEY SENTENCES -- ASK YOURSELF -- HINTS FOR FURTHER READING -- RESOURCES FROM THE INTERNET -- REFERENCES -- 10. HOW TO KEEP MYSELF BEING A PROFESSIONAL CHEMISTRY TEACHER -- THEORETICAL BASIS -- Teachers' knowledge and the needfor life-long teachers ' professional learning -- The different foci of chemistry teachers' professional knowledge base -- Understanding professional development -- From theory to practice -- THE PRACTICE OF CHEMISTRY TEACHING -- Traditional approaches to teachers' continuous professional development.

Evidence-based continuous professional development (CPD) courses.