Academic literature on the topic 'Chemistry Constructivism (Education) Chemistry High school teachers High school students'

The textbook presents the main range of issues in molecular biology — the most rapidly developing area of biological science. The logic of the presentation of the material includes sequential coverage of the structural organization and functions of DNA, RNA, proteins. Important attention is paid to the mechanisms of signal transmission in living systems, the problems of creating and using genetically engineered organisms. Each chapter ends with control questions and assignments for independent work. The textbook includes a set of laboratory and practical works that do not require specialized e

In the face of the climate crisis, education based on the current scientific knowledge is an exceptionally urgent need. This textbook was created on the initiative of the scientists associated with the “UW for Climate” team, by 16 experts from the University of Warsaw and other academic centers, representing various fields of knowledge, such as physics, chemistry, biology, ecology, economics, psychology and engineering. Thus, it is an interdisciplinary textbook, just like the issue of climate change itself. The textbook is addressed to the university students interested in the basics of knowle

The growing popularity of computer and network technologies has attracted researchers to investigate the strategies and the effects of information technology applied instructions. Previous research has not only demonstrated the benefits of applying information technologies to the learning process, but has also revealed the difficulty of applying them effectively. One of the major difficulties is due to the lack of an easy-to-follow procedure for inexperienced teachers to design course content with proper use of suitable information technologies. In this paper, a model for conducting information technology applied instructions is proposed. The novel approach can assist teachers in designing information technology applied course content based on the features of subject materials and the learning status of the students. An experiment on a Chemistry course in a junior high school was conducted to evaluate the performance of our novel approach.

Etta Gravely (Fig. 3.1) is a retired professor of chemistry and former head of the Department of Chemistry at North Carolina A&T State University at Greensboro (North Carolina A&T). Etta was born on August 30, 1939, in Alamance County, NC. Now the town of Green Level, it was then a rural community near Burlington. Most of the people there farmed, raising tobacco. Everyone had private gardens and Etta’s grandmother canned their food. The area where she went to school is still very rural; the school building is now the town hall. Etta’s mother was Kate Lee McBroom and her father Rufus Leith. Her mother, a homemaker, did general house cleaning for families. Her father had a high school degree, had served in the army during World War II, and worked as an orderly in a hospital. Etta is the only child of her mother, but her father had a son named Frederick Leith. Her brother went to Graham Central high school and upon graduation went into the army and subsequently died. Etta did not go to kindergarten because there was none. She started school in the first grade in a four-room school that had classes for grades one and two, three and four, five and six, and seven and eight. The principal was Mrs. Mary Holne, and there were three other teachers, each teaching two grades. Since Etta loved to read and liked to do school work, she skipped fourth grade and went on to fifth grade: fourth and third grade were taught in the same room, and when she completed her third- grade work she would do fourth-grade work. Her teachers probably had bachelor’s or master’s degrees in their subjects. Both Etta’s school and community were segregated; she went to school in 1945, before the Brown vs. Board of Education act, which was Supreme Court decision. When Etta graduated from the country school, she was bused to Pleasant Grove High School—for African American students, five miles from the high school for white students. The school taught grades one through twelve; the curriculum was the usual reading, writing, and arithmetic.

This book relates the stories of some amazing women who are currently working as chemists or are recently retired. These women, as I have said before, are hiding in plain sight. Perhaps the first or the only woman of color to work in a particular lab or university, they all managed to succeed in spite of any obstacles they faced. This chapter presents some ideas as to what you can do in order to succeed if you, your child, grandchild, or students might be interested in a STEM career, especially in chemistry. I highly recommend reading Dr. Sandra L. Hanson’s book, Swimming against the Tide: African American Girls and Science Education. Dr. Hanson studied young African American girls in high school and their attitudes toward science, which has traditionally been a male profession. One of her conclusions is that these young girls need to see or read about role model, an African American woman chemist. Swimming against the Tide was written before the explosion of the World Wide Web and web-based materials, so this conclusion may no longer hold. For example, information about most of the women in this book is available on the web; some of them have given talks that are also on the web. Many of the women whose stories are told here work to mentor young minority students. These web based materials can be accessed by the students and teachers. The primary organization that focuses on careers in chemistry is the ACS. What is chemistry? It is a branch of science that provides opportunities for a variety of careers, not just working in a research laboratory making new chemicals. According to the ACS, “In simplest terms, chemistry is the science of matter, for example anything that can be touched, tasted, smelled, seen or felt is made of chemicals.” The ACS website has information on chemistry careers, including videos of the different jobs that chemists do, and information on various technical disciplines, as well as profiles of many chemists, including one whose life story is in this book.

School children in general and high school students, in particular more often than not lose interest in STEM (science, technology, engineering, and math) education. Underrepresented and female students are even more discouraged by STEM courses. Our investigation and interviews with high school teachers cite that the main reason for such disinterest is the disconnect between school and reality. Students cannot relate the abstract concepts they learn in physics, biology, chemistry, or math to their surroundings. This paper discusses a new capstone project-based approach that closes this gap. Thi

Amesbury High School is a small suburban district located in the northeastern portion of Massachusetts. Amesbury High School offers a traditional science curriculum (biology, chemistry, and physics) blended with many elective courses. Recently added electives include microbiology, forensics, geology, environmental science, and meteorology to name a few. All of these courses offer students a chance to explore in-depth issues connected to each of these fields with a curriculum designed to address real-life connections, strengthen their problem solving skills, and provide opportunities for applic