Students of chemistry have difficulty with the concepts of stoichiometry and the mole.  In this paper these difficulties  will  be  described  together  with  common  assumptions  made  about  teaching  and  learning  of these  topics.  The  general  nature  and  history  of  curricular  approaches  will  be  reviewed,  particularly  in terms  of  their  relevance  to  modern  chemical  practice.    Given  current  imperatives  to  teach  these  topics, how might remedial strategies address students’ problems and are these remedies equally effective? I will outline  (from  a  participant  researcher  perspective)  various  strategies  that  have  been  employed  in introductory  college  courses  in  two  Australian  universities  and  assess  the  outcomes  in  terms  of  an evolving philosophy of science communication of these issues.

Demonstrations will be used in the presentation.
 



 

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Public Communication of Science and Technology

 

Strategic issues associated with the teaching and learning of fundamental concepts in college chemistry courses strategic issues associated with the teaching and learning of fundamental concepts in College Chemistry Courses

Mark Ellison   Murdoch University

Sue Stocklmayer   The Australian National University

A number of strategic issues will be addressed.  These include:
 •  What approaches are commonly taken to curriculum design?  
•  What are common teaching strategies?
•  What approaches to learning are commonly assumed?
•  Within what venues (lecture theatre/lab etc) does learning take place?

Students of chemistry have difficulty with the concepts of stoichiometry and the mole.  In this paper these difficulties  will  be  described  together  with  common  assumptions  made  about  teaching  and  learning  of these  topics.  The  general  nature  and  history  of  curricular  approaches  will  be  reviewed,  particularly  in terms  of  their  relevance  to  modern  chemical  practice.    Given  current  imperatives  to  teach  these  topics, how might remedial strategies address students’ problems and are these remedies equally effective? I will outline  (from  a  participant  researcher  perspective)  various  strategies  that  have  been  employed  in introductory  college  courses  in  two  Australian  universities  and  assess  the  outcomes  in  terms  of  an evolving philosophy of science communication of these issues.

Demonstrations will be used in the presentation.
 



 

A copy of the full paper has not yet been submitted.

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