Titlebook: Learning with Understanding in the Chemistry Classroom; Iztok Devetak,Saša Aleksij Glažar Book 2014 Springer Science+Business Media B.V. 2

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The Learning Company Approach to Promote Active Chemistry Learning: Examples and Experiences from LoGermany” presented by Witteck, Beck, Most, Kienast, and Eilks deals with the development and application of the learning company approach for lower secondary chemistry education in Germany. This approach is some form of cooperative learning. Authors try to interpret this approach as a methodological

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Teaching Chemistry Conceptuallynd . of this book. Williamson concludes that traditionally, chemistry at all educational levels has been taught as a mathematical course that emphasized algorithmic problem solving almost exclusively. Because research showed that students at all levels have trouble with conceptual understanding of c

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Contexts as Learning Catalysts for Students and Teachers: Approaches and Exemplary Results from the ented two approaches; . and CHEMOL. Authors emphasized that the teaching tradition in German chemistry classrooms uses experiments as stimuli for chemistry learning. However, these experiments were often not connected to the experiences of students and to relevant topics. The projects . for secondar

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sultry

Evaluation of the Predict-Observe-Explain Instructional Strategy to Enhance Students’ Understanding nding of redox reactions in Chapter 14. Following a teacher inservice programme on the use of the POE instructional strategy to enhance students’ understanding of redox reaction concepts, its efficacy was evaluated in study involving South African students. Eight hands-on activities involving redox

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exhilaration

sive content to test your knowledge.This textbook provides a comprehensive overview of identity-based brand management based on current research. The authors focus on the design of the brand identity, which covers the internal perspective of brand management, and the resulting external brand image p

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Sevil Akaygun,Loretta L. Jonesiding the careers of contingent researchers and teachers, asThe book asks how we can make sense of career paths for PhD graduates, something that has rarely been systematically studied. It offers a coherent synthesis of the empirically-based insights that arose from the experiences of 48 early caree