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| how to teach oxidation and reduction: Chemical Education: Towards Research-based Practice J.K. Gilbert, Onno de Jong, Rosária Justi, David F. Treagust, Jan H. van Driel, 2003-01-31 Chemical education is essential to everybody because it deals with ideas that play major roles in personal, social and economic decisions. This text covers the relation between chemistry and chemical education and teaching and learning about chemical compounds and chemical change. |
| how to teach oxidation and reduction: Classic Chemistry Demonstrations Ted Lister, Catherine O'Driscoll, Neville Reed, 1995 Classic Chemistry Demonstrations is an essential, much-used resource book for all chemistry teachers. It is a collection of chemistry experiments, many well-known others less so, for demonstration in front of a class of students from school to undergraduate age. Chemical demonstrations fulfil a number of important functions in the teaching process where practical class work is not possible. Demonstrations are often spectacular and therefore stimulating and motivating, they allow the students to see an experiment which they otherwise would not be able to share, and they allow the students to see a skilled practitioner at work. Classic Chemistry Demonstrations has been written by a teacher with several years' experience. It includes many well-known experiments, because these will be useful to new chemistry teachers or to scientists from other disciplines who are teaching some chemistry. They have all been trialled in schools and colleges, and the vast majority of the experiments can be carried out at normal room temperature and with easily accessible equipment. The book will prove its worth again and again as a regular source of reference for planning lessons. |
| how to teach oxidation and reduction: Microscale Chemistry John Skinner, 1997 Developing microscale chemistry experiments, using small quantities of chemicals and simple equipment, has been a recent initiative in the UK. Microscale chemistry experiments have several advantages over conventional experiments: They use small quantities of chemicals and simple equipment which reduces costs; The disposal of chemicals is easier due to the small quantities; Safety hazards are often reduced and many experiments can be done quickly; Using plastic apparatus means glassware breakages are minimised; Practical work is possible outside a laboratory. Microscale Chemistry is a book of such experiments designed for use in schools and colleges, and the ideas behind the experiments in it come from many sources, including chemistry teachers from all around the world. Current trends indicate that with the likelihood of further environmental legislation, the need for microscale chemistry teaching techniques and experiments is likely to grow. This book should serve as a guide in this process. |
| how to teach oxidation and reduction: Misconceptions in Chemistry Hans-Dieter Barke, Al Hazari, Sileshi Yitbarek, 2008-11-18 Over the last decades several researchers discovered that children, pupils and even young adults develop their own understanding of how nature really works. These pre-concepts concerning combustion, gases or conservation of mass are brought into lectures and teachers have to diagnose and to reflect on them for better instruction. In addition, there are ‘school-made misconceptions’ concerning equilibrium, acid-base or redox reactions which originate from inappropriate curriculum and instruction materials. The primary goal of this monograph is to help teachers at universities, colleges and schools to diagnose and ‘cure’ the pre-concepts. In case of the school-made misconceptions it will help to prevent them from the very beginning through reflective teaching. The volume includes detailed descriptions of class-room experiments and structural models to cure and to prevent these misconceptions. |
| how to teach oxidation and reduction: Hands-on Chemistry Activities with Real-life Applications Norman Herr, 1999 |
| how to teach oxidation and reduction: Introduction to Strategies for Organic Synthesis Laurie S. Starkey, 2018-03-28 Bridging the Gap Between Organic Chemistry Fundamentals and Advanced Synthesis Problems Introduction to Strategies of Organic Synthesis bridges the knowledge gap between sophomore-level organic chemistry and senior-level or graduate-level synthesis to help students more easily adjust to a synthetic chemistry mindset. Beginning with a thorough review of reagents, functional groups, and their reactions, this book prepares students to progress into advanced synthetic strategies. Major reactions are presented from a mechanistic perspective and then again from a synthetic chemist’s point of view to help students shift their thought patterns and teach them how to imagine the series of reactions needed to reach a desired target molecule. Success in organic synthesis requires not only familiarity with common reagents and functional group interconversions, but also a deep understanding of functional group behavior and reactivity. This book provides clear explanations of such reactivities and explicitly teaches students how to make logical disconnections of a target molecule. This new Second Edition of Introduction to Strategies for Organic Synthesis: Reviews fundamental organic chemistry concepts including functional group transformations, reagents, stereochemistry, and mechanisms Explores advanced topics including protective groups, synthetic equivalents, and transition-metal mediated coupling reactions Helps students envision forward reactions and backwards disconnections as a matter of routine Gives students confidence in performing retrosynthetic analyses of target molecules Includes fully-worked examples, literature-based problems, and over 450 chapter problems with detailed solutions Provides clear explanations in easy-to-follow, student-friendly language Focuses on the strategies of organic synthesis rather than a catalogue of reactions and modern reagents The prospect of organic synthesis can be daunting at the outset, but this book serves as a useful stepping stone to refresh existing knowledge of organic chemistry while introducing the general strategies of synthesis. Useful as both a textbook and a bench reference, this text provides value to graduate and advanced undergraduate students alike. |
| how to teach oxidation and reduction: Essential Organic Chemistry, Global Edition Paula Yurkanis Bruice, 2015-09-14 For one-term courses in Organic Chemistry. A comprehensive, problem-solving approach for the brief Organic Chemistry course. Modern and thorough revisions to the streamlined, Essential Organic Chemistry focus on developing students’ problem solving and analytical reasoning skills throughout organic chemistry. Organised around reaction similarities and rich with contemporary biochemical connections, Bruice’s 3rd Edition discourages memorisation and encourages students to be mindful of the fundamental reasoning behind organic reactivity: electrophiles react with nucleophiles. Developed to support a diverse student audience studying organic chemistry for the first and only time, Essentials fosters an understanding of the principles of organic structure and reaction mechanisms, encourages skill development through new Tutorial Spreads and and emphasises bioorganic processes. Contemporary and rigorous, Essentials addresses the skills needed for the 2015 MCAT and serves both pre-med and biology majors. The full text downloaded to your computer With eBooks you can: search for key concepts, words and phrases make highlights and notes as you study share your notes with friends eBooks are downloaded to your computer and accessible either offline through the Bookshelf (available as a free download), available online and also via the iPad and Android apps. Upon purchase, you'll gain instant access to this eBook. Time limit The eBooks products do not have an expiry date. You will continue to access your digital ebook products whilst you have your Bookshelf installed. |
| how to teach oxidation and reduction: Organic Chemistry Jonathan Clayden, Nick Greeves, Stuart Warren, 2012-03-15 A first- and second-year undergraduate organic chemistry textbook, specifically geared to British and European courses and those offered in better schools in North America, this text emphasises throughout clarity and understanding. |
| how to teach oxidation and reduction: Research in Chemistry Education Liliana Mammino, Jan Apotheker, 2021-05-17 This volume emphasizes the role of chemical education for development and, in particular, for sustainable development in Africa, by sharing experiences among specialists across the African continent and with specialists from other continents. It considers all areas and levels of chemistry education, gives specific attention to known major challenges and encourages explorations of novel approaches. The chapters in this book describe new teaching approaches, approach-explorations and in-class activities, analyse educational challenges and possible ways of addressing them and explore cross-discipline possibilities and their potential benefits for chemistry education. This makes the volume an up to date compendium for chemistry educators and educational researchers worldwide. |
| how to teach oxidation and reduction: Electrochemistry Christine Lefrou, Pierre Fabry, Jean-Claude Poignet, 2012-05-25 This textbook offers original and new approaches to the teaching of electrochemical concepts, principles and applications. Throughout the text the authors provide a balanced coverage of the thermodynamic and kinetic processes at the heart of electrochemical systems. The first half of the book outlines fundamental concepts appropriate to undergraduate students and the second half gives an in-depth account of electrochemical systems suitable for experienced scientists and course lecturers. Concepts are clearly explained and mathematical treatments are kept to a minimum or reported in appendices. This book features: - Questions and answers for self-assessment - Basic and advanced level numerical descriptions - Illustrated electrochemistry applications This book is accessible to both novice and experienced electrochemists and supports a deep understanding of the fundamental principles and laws of electrochemistry. |
| how to teach oxidation and reduction: Introductory Chemistry Kevin Revell, 2020-11-17 Introductory Chemistry creates light bulb moments for students and provides unrivaled support for instructors! Highly visual, interactive multimedia tools are an extension of Kevin Revell’s distinct author voice and help students develop critical problem solving skills and master foundational chemistry concepts necessary for success in chemistry. |
| how to teach oxidation and reduction: Principles of Environmental Geochemistry G. Nelson Eby, 2016-04-20 Many geochemists focus on natural systems with less emphasis on the human impact on those systems. Environmental chemists frequently approach their subject with less consideration of the historical record than geoscientists. The field of environmental geochemistry combines these approaches to address questions about the natural environment and anthropogenic effects on it. Eby provides students with a solid foundation in basic aqueous geochemistry before discussing the important role carbon compounds, isotopes, and minerals play in environmental issues. He then guides students through how these concepts apply to problems facing our atmosphere, continental lands, and oceans. Rather than broadly discussing a variety of environmental problems, the author focuses on principles throughout the text, leading students to understand processes and how knowledge of those processes can be applied to environmental problem solving. A wide variety of case studies and quantitative problems accompany each chapter, giving each instructor the flexibility to tailor the material to his/her course. Many problems have no single correct answer, illustrating the analytical nature of solving real-world environmental problems. |
| how to teach oxidation and reduction: Chemical Reaction Engineering Octave Levenspiel, 1998-09-01 Chemical reaction engineering is concerned with the exploitation of chemical reactions on a commercial scale. It's goal is the successful design and operation of chemical reactors. This text emphasizes qualitative arguments, simple design methods, graphical procedures, and frequent comparison of capabilities of the major reactor types. Simple ideas are treated first, and are then extended to the more complex. |
| how to teach oxidation and reduction: Journal of Chemical Education , 1925 Includes Report of New England Association of Chemistry Teachers, and Proceedings of the Pacific Southwest Association of Chemistry Teachers. |
| how to teach oxidation and reduction: Chemistry: A Very Short Introduction Peter Atkins, 2015-02-26 Most people remember chemistry from their schooldays as largely incomprehensible, a subject that was fact-rich but understanding-poor, smelly, and so far removed from the real world of events and pleasures that there seemed little point, except for the most introverted, in coming to terms with its grubby concepts, spells, recipes, and rules. Peter Atkins wants to change all that. In this Very Short Introduction to Chemistry, he encourages us to look at chemistry anew, through a chemist's eyes, in order to understand its central concepts and to see how it contributes not only towards our material comfort, but also to human culture. Atkins shows how chemistry provides the infrastructure of our world, through the chemical industry, the fuels of heating, power generation, and transport, as well as the fabrics of our clothing and furnishings. By considering the remarkable achievements that chemistry has made, and examining its place between both physics and biology, Atkins presents a fascinating, clear, and rigorous exploration of the world of chemistry - its structure, core concepts, and exciting contributions to new cutting-edge technologies. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable. |
| how to teach oxidation and reduction: The Sourcebook for Teaching Science, Grades 6-12 Norman Herr, 2008-08-11 The Sourcebook for Teaching Science is a unique, comprehensive resource designed to give middle and high school science teachers a wealth of information that will enhance any science curriculum. Filled with innovative tools, dynamic activities, and practical lesson plans that are grounded in theory, research, and national standards, the book offers both new and experienced science teachers powerful strategies and original ideas that will enhance the teaching of physics, chemistry, biology, and the earth and space sciences. |
| how to teach oxidation and reduction: General, Organic, and Biological Chemistry Dorothy M. Feigl, John William Hill, 1983 |
| how to teach oxidation and reduction: Powerful Ideas of Science and How to Teach Them Jasper Green, 2020-07-19 A bullet dropped and a bullet fired from a gun will reach the ground at the same time. Plants get the majority of their mass from the air around them, not the soil beneath them. A smartphone is made from more elements than you. Every day, science teachers get the opportunity to blow students’ minds with counter-intuitive, crazy ideas like these. But getting students to understand and remember the science that explains these observations is complex. To help, this book explores how to plan and teach science lessons so that students and teachers are thinking about the right things – that is, the scientific ideas themselves. It introduces you to 13 powerful ideas of science that have the ability to transform how young people see themselves and the world around them. Each chapter tells the story of one powerful idea and how to teach it alongside examples and non-examples from biology, chemistry and physics to show what great science teaching might look like and why. Drawing on evidence about how students learn from cognitive science and research from science education, the book takes you on a journey of how to plan and teach science lessons so students acquire scientific ideas in meaningful ways. Emphasising the important relationship between curriculum, pedagogy and the subject itself, this exciting book will help you teach in a way that captivates and motivates students, allowing them to share in the delight and wonder of the explanatory power of science. |
| how to teach oxidation and reduction: Visualization in Science Education John K. Gilbert, 2005-07-05 Visualization, meaning both the perception of an object that is seen or touched and the mental imagery that is the product of that perception, is believed to be a major strategy in all thought. It is particularly important in science, which seeks causal explanations for phenomena in the world-as-experienced. Visualization must therefore play a major role in science education. This book addresses key issues concerning visualization in the teaching and learning of science at any level in educational systems. ‘Visualization in Science Education’ draws on the insights from cognitive psychology, science, and education, by experts from Australia, Israel, Slovenia, UK, and USA. It unites these with the practice of science education, particularly the ever-increasing use of computer-managed modelling packages, especially in chemistry. The first section explores the significance and intellectual standing of visualization. The second section shows how the skills of visualization have been developed practically in science education. This is followed by accounts of how the educational value of visualization has been integrated into university courses in physics, genomics, and geology. The fourth section documents experimental work on the classroom assessment of visualization. An endpiece summarises some of the research and development needed if the contribution of this set of universal skills is to be fully exploited at all levels and in all science subjects. |
| how to teach oxidation and reduction: Comprehensive Organic Name Reactions and Reagents Zerong Wang, 2009 With over 850 listings, Comprehensive Organic Name Reactions and Reagents is the most comprehensive collection of name reactions and reagents available today. Information provided on each reaction includes a description of the reaction, the reaction scheme, a brief bio of the person(s) for which the reaction is named, proposed mechanisms, modifications (if applicable), applications, related reactions (if applicable), experimental examples, and references to primary literature. With several indices, this is the definitive reference that helps bench chemists and students navigate the growing number of name reactions and reagents. |
| how to teach oxidation and reduction: Environmental Chemistry of Soils Carmen Enid Martínez, Murray B. McBride, 2023-12-22 Environmental Chemistry of Soils provides an understanding of soil chemical properties and processes at a fundamental scientific level. |
| how to teach oxidation and reduction: Multiple Representations in Chemical Education John K. Gilbert, David Treagust, 2009-02-28 Chemistry seeks to provide qualitative and quantitative explanations for the observed behaviour of elements and their compounds. Doing so involves making use of three types of representation: the macro (the empirical properties of substances); the sub-micro (the natures of the entities giving rise to those properties); and the symbolic (the number of entities involved in any changes that take place). Although understanding this triplet relationship is a key aspect of chemical education, there is considerable evidence that students find great difficulty in achieving mastery of the ideas involved. In bringing together the work of leading chemistry educators who are researching the triplet relationship at the secondary and university levels, the book discusses the learning involved, the problems that students encounter, and successful approaches to teaching. Based on the reported research, the editors argue for a coherent model for understanding the triplet relationship in chemical education. |
| how to teach oxidation and reduction: A Framework for K-12 Science Education National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on a Conceptual Framework for New K-12 Science Education Standards, 2012-03-28 Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. |
| how to teach oxidation and reduction: Optimizing STEM Education With Advanced ICTs and Simulations Levin, Ilya, Tsybulsky, Dina, 2017-06-05 The role of technology in educational settings has become increasingly prominent in recent years. When utilized effectively, these tools provide a higher quality of learning for students. Optimizing STEM Education With Advanced ICTs and Simulations is an innovative reference source for the latest scholarly research on the integration of digital tools for enhanced STEM-based learning environments. Highlighting a range of pivotal topics such as mobile games, virtual labs, and participatory simulations, this publication is ideally designed for educators, professionals, academics, and students seeking material on emerging educational technologies. |
| how to teach oxidation and reduction: New Trends in Chemistry Teaching Unesco, 1981 |
| how to teach oxidation and reduction: Conducting Educational Design Research Susan E. McKenney, Thomas Charles Reeves, 2019 The new and updated edition of Conducting Educational Research blends scientific investigation with systematic development and implementation of solutions to educational problems. With relevant examples and new insights this volume demonstrates how rigorous and relevant investigation can yield theoretical understanding and solutions. |
| how to teach oxidation and reduction: Critical Digital Pedagogy Jesse Stommel, Chris Friend, Sean Michael Morris, 2020-07-17 The work of teachers is not just to teach. We are also responsible for the basic needs of students. Helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is exactly in keeping with Paulo Freire's insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.For the past ten years, Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here. This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more - work which advances the study and the praxis of critical digital pedagogy. |
| how to teach oxidation and reduction: Active Chemistry Arthur Eisenkraft, It's About Time (Firm), American Institute of Chemical Engineers, 2007 |
| how to teach oxidation and reduction: Teaching and Learning in the School Chemistry Laboratory Avi Hofstein, Muhamad Hugerat, 2021-11-26 Authored by renowned experts in the field of chemistry education, this book provides a holistic approach to cover all issues related to learning and teaching in the chemistry laboratory. |
| how to teach oxidation and reduction: Research University of North Carolina (1793-1962)., 1929 |
| how to teach oxidation and reduction: Teaching Science with Context Maria Elice de Brzezinski Prestes, Cibelle Celestino Silva, 2018-07-25 This book offers a comprehensive overview of research at interface between History, Philosophy and Sociology of Science (HPSS) and Science Teaching in Ibero-America. It contributes to research on contextualization of science for students, teachers and researchers, and explains how to use different episodes of history of science or different themes of philosophy of science in regular science classes through diverse pedagogical approaches. The chapters in this book discuss a wide range of topics under different methodological, epistemological and didactic approaches, reflecting the richness of research developed in Spanish and Portuguese speaking countries, Latin America, Spain and Portugal. The book contains chapters about historical events, topics of philosophy and sociology of science, nature of science, applications of HPSS in the classroom, instructional materials for students and teacher training courses and curriculum. |
| how to teach oxidation and reduction: Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science Anne Hume, Rebecca Cooper, Andreas Borowski, 2019-01-28 This book enhances readers’ understanding of science teachers’ professional knowledge, and illustrates how the Pedagogical Content Knowledge research agenda can make a difference in teachers’ practices and how students learn science. Importantly, it offers an updated international perspective on the evolving nature of Pedagogical Content Knowledge and how it is shaping research and teacher education agendas for science teaching. The first few chapters background and introduce a new model known as the Refined Consensus Model (RCM) of Pedagogical Content Knowledge (PCK) in science education, and clarify and demonstrate its use in research and teacher education and practice. Subsequent chapters show how this new consensus model of PCK in science education is strongly connected with empirical data of varying nature, contains a tailored language to describe the nature of PCK in science education, and can be used as a framework for illuminating past studies and informing the design of future PCK studies in science education. By presenting and discussing the RCM of PCK within a variety of science education contexts, the book makes the model significantly more applicable to teachers’ work. |
| how to teach oxidation and reduction: Organic Chemistry II . Sparknotes Editors, 2003-06 SparkChartsTM-created by Harvard students for students everywhere-serve as study companions and reference tools that cover a wide range of college and graduate school subjects, including Business, Computer Programming, Medicine, Law, Foreign Language, Humanities, and Science. Titles like How to Study, Microsoft Word for Windows, Microsoft Powerpoint for Windows, and HTML give you what it takes to find success in school and beyond. Outlines and summaries cover key points, while diagrams and tables make difficult concepts easier to digest. This four-page chart covers: Types of reactionsReaction mechanismsAcids and bases in organic reactionsSubstitution, addition, and elimination reactions and mechanismsRearrangement reactions and mechanismsRadical reactionsClasses of organic molecules and their reactions |
| how to teach oxidation and reduction: Research: a Record of Scholarship and Publication University of North Carolina at Chapel Hill. Graduate School, 1925 |
| how to teach oxidation and reduction: Chemistry Bruce Averill, Patricia Eldredge, 2007 Emphasises on contemporary applications and an intuitive problem-solving approach that helps students discover the exciting potential of chemical science. This book incorporates fresh applications from the three major areas of modern research: materials, environmental chemistry, and biological science. |
| how to teach oxidation and reduction: Teaching Better Bradley A. Ermeling, Genevieve Graff-Ermeling, 2016-03-03 Discover the power of collaborative inquiry! This unique, visually stunning resource is packed with details to ignite and sustain the collaborative improvement of teaching and learning. Includes US and international case studies, powerful metaphors, application exercises, a leader’s guide, a companion website, digital templates, and more. Learn what lesson study and collaborative inquiry can and should look like. Find the guidance you need to lead and support schoolwide, inquiry-based improvement! “A true inspiration for educators who want to improve both their own craft and the methods of the profession.” Jim Stigler & James Hiebert, Authors of The Teaching Gap |
| how to teach oxidation and reduction: Record University of North Carolina (1793-1962), 1929 |
| how to teach oxidation and reduction: A first course of chemistry, heuristic John Henry Leonard, 1902 |
| how to teach oxidation and reduction: Elementary Science Teacher Education Ken Appleton, 2013-12-16 Co-Published with the Association For Science Teacher Education. Reflecting recent policy and standards initiatives, emerging research agendas, and key innovations, this volume provides a contemporary overview of important developments and issues that have that have in recent years shaped elementary science education pre-service courses and professional development, and practices that are shaping future directions in the field. Contributors from several countries who are actively engaged in research and design in elementary science education address: *Conceptual issues which impinge on contemporary science teacher education; *Intersections of content, pedagogy, and practice; and *Professional development as a contextualized practice. Elementary Science Teacher Education: International Perspectives on Contemporary Issues and Practice offers a clear picture of the current state of the field and directions for the future--to the benefit of elementary science teacher educators, aspiring teacher educators, school policy makers, other professionals involved in science education and, ultimately, the millions of elementary school children who will gain from improved practice. |
| how to teach oxidation and reduction: Rethinking the Way We Teach Science Louis Rosenblatt, 2011-03-17 Offering a fresh take on inquiry, this book draws on current research and theory in science education, literacy, and educational psychology, as well as the history and philosophy of science, to make its case for transforming the way science is taught. Re-thinking the Way We Teach Science addresses major themes in national reform documents and movements--how to place students at the center of what happens in the classroom; how to shift the focus from giving answers to building arguments; how to move beyond narrow disciplinary boundaries to integrated explorations of ideas and issues that connect directly with students; and most especially, the importance of engaging students in discussions of an interactive and explanatory character. Deeply anchored in the classroom, highly interactive, and relevant across grade levels and subject matter, above all this is a book about choosing to place the authority of reason over that of right answers. |
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5 days ago · TEACH Online Services . You can keep watch over the progress of your application by monitoring your TEACH online services account. This can be done by logging in to your …
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Teach is the broadest and most general of these terms and can refer to almost any practice that causes others to develop skill or knowledge: to teach children to write; to teach marksmanship …
TEACH Resources: TEACH System :OTI:NYSED - New York State Educ…
5 days ago · TEACH Online Services . You can keep watch over the progress of your application by monitoring your TEACH online services account. This can be done by …
TEACH Definition & Meaning - Merriam-Webster
The meaning of TEACH is to cause to know something. How to use teach in a sentence. Synonym Discussion of Teach.
TEACH | English meaning - Cambridge Dictionary
TEACH definition: 1. to give someone knowledge or to train someone; to instruct: 2. to be a teacher in a school: 3…. Learn more.
TEACH System - New York State Education Department
The TEACH system is designed for various users to perform various functions regarding teacher certification and fingerprinting. You may access information based upon the …
TEACH.org | Explore the Teaching Profession | TEACH.org
TEACH.org supports those interested in teaching by providing personalized resources and support for each stage of the career-decision making process. Learn if teaching …
