دانلود کتاب Research and Practice in Chemistry Education Advances from the 25th IUPAC International Conference on Chemistry Education 2018

Attending the biennial IUPAC International Conference on Chemistry Education
(ICCE) is always a rewarding experience that permits dialogue between people
working across cultural and geographic distances. The attendees, from over 30
different countries, share a goal of improving student understanding of chemistry.
Among the interesting aspects of attendance is learning how educators within very
different countries and contexts have encountered similar challenges in teaching
chemistry, and their approaches to solving these.
The chapters in this book sample some of the research that was disseminated at
ICCE 2018 in Sydney, Australia (the 25th iteration of this meeting). They are
arranged according to four themes that emerged through the conference:
• Promoting undergraduates’ understanding of chemistry through novel pedagogies
and innovative strategies in new learning environments.
• Responding to the dynamic nature of teaching environments.
• Translating assessment into the next dimension.
• Developing professional skills in chemistry students.
These themes combine to present a landscape of current issues facing chemistry
educators due to the increasing integration of technology into teaching, increasing
class sizes, institutional and regulatory interest in the evaluation of students, and the
changing role of universities in providing vocational skills. Strategies developed by
researchers, working within their own specific contexts, are frequently more widely
applicable, and in many cases, readers of this book will find the background narrative
to the research compelling, even if the outcomes are not directly relevant to
their own work. Together, the chapters provide the reader with a diverse set of
reports covering both theoretical and practical aspects of chemistry education at
different levels.
It is interesting to observe both similarities and changes in emphasis within
chemistry education that have occurred during the past decade as illustrated by a
comparison of this current book with two previous volumes sharing contributions
from the 2008 (20th ICCE) and 2010 (21st ICCE) iterations of this conference (also
published by Springer). Those meetings were structured around overarching themes
of ICT and Sustainability in 2008 and 2010, respectively. In contrast to 2018, while
these themes remained visible, approaches to integrating them into teaching practice
have matured, with many technologies becoming commonplace in the intervening
years. The 2018 ICCE conference had a greater emphasis on educational theory and
its application within teaching practice, including professional development of
chemistry educators. I hope that you enjoy reading the research outcomes and the
teaching strategies presented here and possibly find inspiration to change your own
practice.
I thank Gwen and Siggi for their editorial help throughout the process of
preparing this book. I am grateful to all chapter authors for their contributions, to
our reviewers, and to Springer for support during the preparation of the book.