Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/23318
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dc.contributor.authorColl, Richard Ken
dc.contributor.authorTaylor, Neilen
dc.date.accessioned2018-06-20T12:07:00Z-
dc.date.issued2000-
dc.identifier.citationChemistry in New Zealand, 64(2), p. 17-24en
dc.identifier.issn0110-5566en
dc.identifier.urihttps://hdl.handle.net/1959.11/23318-
dc.description.abstractTertiary chemistry teachers are considered experts in their fields; indeed lecturers are usually appointed on the basis of their research record or potential. In spite of this an important part of staff duties in modern universities involves teaching, a task in which many academics have little experience or training. This is in stark contrast with their secondary school counterparts who commonly undergo extensive teacher training and in New Zealand are currently required to gain teacher registration before appointment. An important part of teacher training involves understanding how students learn, that is how they develop understanding and assimilate concepts into their cognitive structure. There has been a tremendous amount of research into the teaching and learning of science in recent years but it is likely that few tertiary level academics are familiar with this vast body of literature. The purpose of this article is to bring to the attention of tertiary chemistry teachers some of the findings of this research. We hope that this will help tertiary chemistry teachers to reflect on their teaching practice and to consider the teaching approach described here. In particular, as tertiary educators, with a particular interest in chemistry education, we were interested in expressing the potential importance of the constructivist paradigm for classroom practice. Here we advocate a constructivist approach to tertiary chemistry teaching and draw on evidence from the chemical education literature to support this view. Consequently, here we describe relevant reports of research and reflect on the implications this research holds for tertiary chemistry educators.en
dc.languageenen
dc.publisherNew Zealand Institute of Chemistryen
dc.relation.ispartofChemistry in New Zealanden
dc.titleImproving Tertiary Chemistry Teaching: Implications of Science Education Research for Classroom Practiceen
dc.typeJournal Articleen
dc.subject.keywordsScience, Technology and Engineering Curriculum and Pedagogyen
dc.subject.keywordsSecondary Educationen
dc.subject.keywordsHigher Educationen
local.contributor.firstnameRichard Ken
local.contributor.firstnameNeilen
local.subject.for2008130212 Science, Technology and Engineering Curriculum and Pedagogyen
local.subject.for2008130103 Higher Educationen
local.subject.for2008130106 Secondary Educationen
local.subject.seo2008930103 Learner Developmenten
local.subject.seo2008930201 Pedagogyen
local.subject.seo2008930101 Learner and Learning Achievementen
local.profile.schoolSchool of Educationen
local.profile.emailntaylor6@une.edu.auen
local.output.categoryC2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20180518-110837en
local.publisher.placeNew Zealanden
local.format.startpage17en
local.format.endpage24en
local.identifier.volume64en
local.identifier.issue2en
local.title.subtitleImplications of Science Education Research for Classroom Practiceen
local.contributor.lastnameCollen
local.contributor.lastnameTayloren
dc.identifier.staffune-id:ntaylor6en
local.profile.orcid0000-0001-8438-319Xen
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:23500en
local.identifier.handlehttps://hdl.handle.net/1959.11/23318en
dc.identifier.academiclevelAcademicen
local.title.maintitleImproving Tertiary Chemistry Teachingen
local.output.categorydescriptionC2 Non-Refereed Article in a Scholarly Journalen
local.search.authorColl, Richard Ken
local.search.authorTaylor, Neilen
local.uneassociationUnknownen
local.year.published2000en
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