 |
|||||||||||||||||
 |
NEWS ABOUT CERAPIE (1) 'Europe' features in the title of CERAPIE to emphasise the links of the journal with the ECRICE conferences. However, the European authors and readers of CERAPIE extend now far beyond the ECRICEs. In addition, CERAPIE has become an international journal with authors and readers from all over the world. For this reason, from Volume 4 (with Issue 1 scheduled to appear in February 2003), the journal will drop Europe from its title. The new name will be: CHEMISTRY EDUCATION: RESEARCH AND PRACTICE (CERP) It
is clear that CERP will continue to serve European chemistry education
in the same way as CERAPIE did. On the other hand, the new title is
expected to make authors from further afield feel equally welcome. NEWS
ABOUT CERAPIE (2) Publication announcement: CHEMICAL
MISCONCEPTIONS: This publication is the outcome of a Royal Society of Chemistry Teacher Fellowship project: part of the Society's programme of producing materials to support classroom teaching. Chemical misconceptions: Prevention, diagnosis and cure derives from the 2000-1 project entitled Challenging Misconceptions in the Classroom which was described in an article in CERAPIE (Taber, 2001). The publication comprises of two volumes: Theoretical Background and Classroom Resources. The brief for the project was to respond to research showing that chemistry topics in the 11-19 curriculum are often misunderstood. Volume 2: Classroom Resources presents a selection of probes and exercises to help teachers elicit and challenge common misconceptions in the classroom. All of the classroom materials have been piloted in schools and colleges, and are presented with a brief rationale, suggested instructions for use, and with model answers. These materials can be photocopied for use within educational institutions. Although designed primarily for use in school or college, some of the materials may well be useful as diagnostic exercises at first year university level. Volume 1: Theoretical Background introduces and explains the educational ideas which underpin the materials presented in the second volume. The first five chapters focus on general topics that are important to anyone wishing to facilitate learning in science. Topics covered include the nature and significance of learners' alternative conceptions, the way knowledge is structured (both in chemistry itself, and by learners), the ways in which learners can come to misunderstand teaching (and how the teacher can respond as a 'learning doctor'), and how to scaffold the learning of difficult concepts. The discussion is informed by a constructivist approach, but one that is expanded to include wider aspects of learning theory. The second half of the volume largely comprises of a set of chapters focusing on key areas of chemical theory that are basic to developing a scientific understanding of the subject: such as particle models, bonding and structure, and chemical change. Throughout the volume the presentation is informed by research, and is illustrated by examples of learners' responses to the classroom materials in the second volume. Volume 1 concludes with a synoptic chapter which reviews the ideas covered in the book. Although the two volumes are designed as a set, they could be used separately. Volume 2: Classroom Resources contains all the information the teacher needs to use the classroom materials. Volume 1: Theoretical Background is likely to be relevant to anyone interested in learning in science (and especially chemistry) even if they are not actively teaching the 11-19 age range.
Reference Taber, K. S. (2001). Constructing chemical concepts in the classroom?: Using research to inform practice. Chemistry Education: Research and Practice in Europe, 2, 43-51. [http://www/uoi.gr/conf_sem/cerapie]
Journal
of Baltic Science Education (JBSE) is an international academic
journal which publishes original scientific research articles in the
field of science education and related areas for all educational levels
in the Baltic countries. Its aim is to establish contacts between researchers
and practical educators both in the Baltic countries and countries around.
Language of the journal is English or Russian. JBSE is issued by the
SMC Scientia Educologica, Lithuania. It is published since 2002,
twice a year, in March and October. THE 'CHEMORGANISERS' NOW IN LINE In the pevious issue of CERAPIE (Sirhan & Reid, 2002), some new learning paper-based materials were described. The new materials were called 'Chemorganisers' in that their key aim is to prepare (or organise) the mind for learning. They are now available at the following Web address: http://www.gla.ac.uk/centres/scienceeducation/ Reference VARIETY
IN CHEMISTRY TEACHING 2002
Organised by the Royal Society of Chemistry Tertiary Education Group,
the Variety in Chemistry Teaching conference provides a forum for the
exchange of teaching practices, and of ideas about, the learning and
teaching of chemistry at degree level. Our students need to develop
an understanding of chemical principles and an ability to apply their
knowledge in unfamiliar situations. We can help them by increasing the
variety of teaching methods we use. Many individuals have developed
interesting ways of teaching, but have had little opportunity to discuss
their ideas with others. Variety in Chemistry Teaching offers that opportunity
for colleagues developing their own approaches to improvements in their
teaching. 6e
Biennale internationale Paris 3, 4, 5, 6 juillet 2002 Debats sur les recherches et les innovations. Organises par l'APRIEF (Association pour la promotion des recherches et des innovations en education et formation) et l'INRP (Institut national de recherche pedagogique) Publications: Les resumes des contributions seront assembles dans le livre Resumes des contributions, remis a chaque participant, sur Internet : http://www.inrp.fr/biennale/ Secretariat: APRIEF/INRP 29, rue d'Ulm, 75230 Paris Cedex 05; tel : 01.46.34.91.70; fax : 01.46.34.92.21; mel : biennale@inrp.fr
31 August to 4 September 2002, Athens, Greece, Under the auspices of the Federation of the European Chemical Societies (FECS), the Association of Greek Chemists, and the National and Kapodistrian University of Athens. Organized
by: Department of Chemistry, University of Athens. For more information see the Website of the Conference at: http://www.eex.gr/conference2002/
The following paper has been accepted for publication and will appear in the next issue of CERAPIE (Vol. 3, No. 3, October 2002). It is not included in this Issue because of its themed character. C.
Furio, R. Azcona, & J. Guisasolo: The learning and teaching
of the concepts 'amount of substance' and 'mole': A review of the literature.
|
||||||||||||||||
|
|
|||||||||||||||||
|
|||||||||||||||||
