Chemistry Teaching: Science or Alchemy?

Suggests that the development of good chemistry teaching and the pursuit of research have essentially the same structure. Similarities include the need for a clear focus, efficiency in time and effort, and a direction that is more often right than wrong. (DDR)

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Bibliographic Details
Published in:Journal of chemical education 1997-03, Vol.74 (3), p.262
Main Author: Johnstone, A. H
Format: Article
Language:English
Subjects:
Artificial Intelligence
Beliefs
Chemistry
Cognitive Processes
Cognitive Psychology
Education
Educational Researchers
Educational Strategies
Higher Education
Knowledge Representation
Learning
Learning Processes
Long Term Memory
Memory
Organic chemistry
Reading Instruction
Research and Development
Science education
Science Instruction
Sensory Experience
Short Term Memory
Stimuli
Teacher Attitudes
Teacher Effectiveness
Teaching Methods
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Description
Summary:Suggests that the development of good chemistry teaching and the pursuit of research have essentially the same structure. Similarities include the need for a clear focus, efficiency in time and effort, and a direction that is more often right than wrong. (DDR)
ISSN:0021-9584
1938-1328