Chemistry Education Research and Practice, 2006, 7 (2), 49-63 This journal is The Royal Socie ty of Chemistry.
Soslan Sain Objected Synonym Download Citation CopyJohnstone University of Glasgow Download full-text PDF Read full-text Download full-text PDF Read full-text Download citation Copy link Link copied Read full-text Download citation Copy link Link copied Citations (147) References (45) Figures (1) Abstract and Figures This paper describes the work of a large science education group (80 workers) which, from 1969, has been tackling teaching and learning problems over a broad front.
For much of the time, the group has worked within a Faculty of Science and has tried to take a scientific approach to the research. This approach is still followed although the Centre is now in a Faculty of Education. At the start, time was spent in gathering facts, looking for common factors, raising and testing hypotheses, generating working models and applying findings to real teaching and learning situations. This paper seeks to present an overview of the work up to about 1997, with illustrations from later work. Although the research applies to all science subjects, the emphasis here is on chemistry. The other papers in this issue exemplify the ongoing research which has arisen from this basic ground-laying and which has spread worldwide. Chem. Educ. Res. Pract., 2006, 7 (2), 49-63). Johnstone Author content All figure content in this area was uploaded by Alex H. Soslan Sain Objected Synonym For Free Public FullDiscover the worlds research 20 million members 135 million publications 700k research projects Join for free Public Full-text 1 Content uploaded by Alex H. Johnstone Author content All content in this area was uploaded by Alex H. Johnstone on Apr 22, 2014 Content may be subject to copyright. For much of the time, the group has worked within a Faculty of Scie nce and has tried to take a scientific approach to the research. At the start, time was spent in gather ing facts, looking for common factors, raising and testing hypotheses, generating working models and applying findings to real teaching and learning situations. The other papers in th is issue exemplify the ongoing research which has arisen from this basic ground-laying and which has spread worldwide. Chem. Educ. Res. Pract., 2006, 7 (2), 49-63 Keywords: science education, integrated research, working memory model, language, laboratory, problem solving, multi-level nature of chem istry, secondary and tertiary levels. Introduction This is not a formal research paper, but ra ther a background presentation against which each of the other papers in this issue can be set and understood. ![]() Th e centre was staffed by practising scientists and scien ce educators who were inte rested in solving resear ch problems in the teaching and learning of the sciences at all levels: from early secondary school to post- graduate university. In the early 1960s, in common w ith many other countries, Sco tland adopted new curricula in chemistry, physics and biology for secondary schools (ages 12-18) and the author was heavily involved in the design of the chem istry curriculum. Looking for difficulty It was decided to be gin research with the chemistry curriculum by questioning students who had undergone the new curriculum. ![]()
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