Chemistry Conceptests: A Pathway to Interactive Classrooms

Landis, Clark R; Lisenky, George C; Lorenz, Julie K; Meeker, Kathleen; Wamser, Carl C; Ellis, Arthur B

ISBN 10: 013090628X / ISBN 13: 9780130906281

Edité par Prentice Hall (edition ), 2000

A propos de cet article

It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

N° de réf. du vendeur 013090628X-11-1

Détails bibliographiques

• Titre: Chemistry Conceptests: A Pathway to Interactive Classrooms
• Éditeur: Prentice Hall (edition )
• Date de parution: 2000
• Langue: anglais
• ISBN à 10 chiffres: 013090628X
• ISBN à 13 chiffres: 9780130906281
• Reliure: Paperback
• État de l'article: Very Good

A propos de ce titre

Synopsis

ConcepTests, based on work done in the physics classroom by Eric Mazur at Harvard University, are a simple yet effective method for teaching science. They involve asking students to quickly provide the answer to a conceptual question during the course of a lecture, and then, if there is disagreement about the answer, to work in groups to discuss the problem.

Numerous instructors are already making use of this approach in courses across the curriculum. The goal of ConcepTests is to foster active student learning, even in a large lecture environment. Engaging students in the learning process has been shown to increase classroom attendance, improve student learning of and attitude toward chemistry, and reduce attrition.

This is the first book designed to assist instructors who are interested in implementing ConcepTests in their chemistry courses. It explains what a ConcepTest is, how to craft one, how to implement this technique (with special attention paid to large classrooms), and it provides a number of tools that will help instructors use ConcepTests with a minimum of effort.

À propos de la quatrième de couverture

Chemistry ConcepTests: A Pathway to Interactive Classrooms is an introduction to an emerging peer-teaching technique for the effective teaching of introductory chemistry courses. The simple method of asking focused questions in lecture, then permitting students to vote, discuss, and vote again on the answer, has altered not just course mechanics but course culture. The peer instructional practices that it promotes can enliven a course for both students and instructors. This book introduces chemistry teachers to this technique and some of its many variations.