7-days of FREE Audio papers, translation & more with Prime
7-days of FREE Prime access
7-days of FREE Audio papers, translation & more with Prime
7-days of FREE Prime access
https://doi.org/10.1021/ed500909w
Copy DOIJournal: Journal of Chemical Education | Publication Date: Jul 29, 2015 |
Citations: 29 |
With the release of the Next Generation Science Standards, high school chemistry teachers are now pondering the implications of their recommendations for their teaching. They may agree that traditional instruction, as the Framework points out, discrete facts with a focus on breadth over depth, and does not provide students with engaging opportunities to experience how science is actually done. Teachers must also wonder what a course that emphasizes models and modeling would look like. How could they modify their current classroom practice to make it more model-centered while still addressing the content they feel they must teach? This article describes the extension of Modeling Instruction, a highly successful reformed approach to teaching high school physics, to the subject of chemistry. It outlines how this approach differs from traditional instruction, including the unique organization of the content, the emphasis on conceptual understanding, how the laboratory can be used to elicit models...
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.