| Description |
1 online resource (216 pages) : illustrations. |
| Physical Medium |
polychrome |
| Description |
text file |
| Series |
Advances in chemistry education series ; 6
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Advances in chemistry education series ; 6.
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| Summary |
Chemistry is often seen as a difficult subject to understand. This book focusses on the triangle model that Alex H. Johnstone developed in the early 1980s. Originally conceived in the context of making chemistry more accessible to a wider range of learners, the model has been applied in almost every area of education in chemistry at all stages of learning. In looking at why chemistry is difficult, there are two central questions. Firstly, does the problem relate to the nature of chemistry and, secondly, does it relate to the way humans gain understanding? Both were found to be important and the answers to the two question were found to be connected. The triangle model arose from sustained research into human learning. The central finding from research is the critical role of working memory and the model rationalises so much evidence from chemistry education research as well as the repeated experiences of teachers of chemistry at all levels. In order to understand chemistry, it is essential to develop sound mental models of molecular reality. It generates major implications for the way a chemistry curriculum should be constructed and the processes of teaching and learning in chemistry when the goal is focussed on understanding the key ideas. Some of these implications are developed and pointers offered to more successful ways forward. The power of the Johnstone Triangle lies in the way it offers clear directions for all involved in chemistry education. It is hoped that this book will prove helpful to all involved in sharing the exciting story of the way humans have come to understand the molecular world, one of the great examples of great human endeavour. |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Intro -- Title -- Copyright -- Preface -- Acknowledgements -- Dedication -- The author -- Contents -- Chapter 1. The working memory story: why is it difficult to understand chemistry? -- 1.1. The early days -- 1.2. The 1960s Scottish school chemistry curriculum -- 1.3. Chemistry is difficult -- 1.4. Information load -- 1.5. The working memory -- 1.6. The breakthrough experiment -- 1.7. Reasoning chains -- 1.8. Wider insights -- 1.9. Key messages -- References -- |
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Chapter 2. The central role of working memory: how we handle information -- 2.1. Looking back -- 2.2. Other insights -- 2.3. Johnstone's central question -- 2.4. Further insights -- 2.5. Information processing -- 2.6. The perception filter -- 2.7. Key messages -- References -- |
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Chapter 3. Johnstone's triangle: why chemistry is difficult -- 3.1. Looking back -- 3.2. Johnstone's central question -- 3.3. Three thought levels -- 3.4. Developing ideas further -- 3.5. The triangle in the literature -- 3.6. Specific insights -- 3.7. Models and representations -- 3.8. Key messages -- References -- |
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Chapter 4. Johnstone's triangle and the curriculum: making chemistry accessible -- 4.1. Looking back -- 4.2. Why teach chemistry? -- 4.3. What chemistry and when? -- 4.4. Ways forward -- 4.5. Chemistry's place in schools -- 4.6. Johnstone's triangle and the curriculum -- 4.7. Johnstone's triangle and laboratory teaching -- 4.8. Johnstone's triangle and teaching -- 4.9. Chemistry and assessment -- 4.10. Key messages -- References -- |
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Chapter 5. Johnstone's triangle and the learning process: making understanding accessible -- 5.1. Looking back -- 5.2. The role of language -- 5.3. The visual-spatial -- 5.4. Diagrams and physical models -- 5.5. Models and molecular structures -- 5.6. Moving models -- 5.7. The behaviour of molecular entities -- 5.8. Graphs and group-work -- 5.9. Key messages -- References -- |
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Chapter 6. Releasing understanding: three broad approaches to teaching -- 6.1. Looking back -- 6.2. Teaching for understanding -- 6.3. Teaching as telling -- 6.4. Teaching as sharing -- 6.5. Teaching as doing -- 6.6 .Key messages -- References -- |
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Chapter 7. Tips and tricks: practical ways to develop teaching -- 7.1. Looking back -- 7.2. Atomic theory -- 7.3. The mole -- 7.4. Redox -- 7.5. Thermodynamics -- 7.6. Entropy -- 7.7. Ideas for younger learners -- 7.8. Organic chemistry -- 7.9. Key messages -- References -- |
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Chapter 8. Bringing it together: the model and chemistry teaching and learning -- 8.1. Looking back -- 8.2. The research story -- 8.3. The triangle and chemistry education today -- 8.4. The triangle and teaching -- 8.5. Ten principles -- References -- Subject index. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Chemistry -- Study and teaching.
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Chemistry -- Study and teaching. |
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Learning -- Methodology.
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Learning -- Methodology. |
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Learning. |
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Teaching -- Methodology.
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Teaching -- Methodology. |
| Genre/Form |
Electronic books.
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Electronic books.
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| Other Form: |
Print version: Reid, Norman. The Johnstone triangle. London : Royal Society of Chemistry, 2021 183916168X (OCoLC)1192969438 |
| ISBN |
9781839163661 electronic book |
|
1839163666 electronic book |
|
9781839163678 electronic book |
|
1839163674 electronic book |
|
183916168X |
|
9781839161681 |
