Thinking and Learning in Nested Systems: The Classroom Level.
| Autor: | Talanquer V; Department of Chemistry and Biochemistry, University of Arizona, Tucson, Arizona 85721, United States., Cole R; Department of Chemistry, University of Iowa, Iowa City, Iowa 52242, United States., Rushton GT; Tennessee STEM Education Center, Middle Tennessee State University, Murfreesboro, Tennessee 37131, United States. |
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| Jazyk: | angličtina |
| Zdroj: | Journal of chemical education [J Chem Educ] 2024 Jan 23; Vol. 101 (2), pp. 295-306. Date of Electronic Publication: 2024 Jan 23 (Print Publication: 2024). |
| DOI: | 10.1021/acs.jchemed.3c00839 |
| Abstrakt: | Teaching and learning in college chemistry classrooms is affected by a variety of structural and psychosocial factors that influence classroom dynamics. In this second part of a two-part perspective [Talanquer et al. J. Chem. Educ.10.1021/acs.jchemed.3c00838], we review and discuss the results from research that has helped us understand the complex social and knowledge dynamics that emerge in interactive learning environments. We use this analysis to make explicit major insights about curriculum, instruction, assessment, teachers, and students gained in the past 25 years and to summarize their implications for chemistry education. Competing Interests: The authors declare no competing financial interest. (© 2024 American Chemical Society and Division of Chemical Education, Inc.) |
| Databáze: | MEDLINE |
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