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The first page of this article is displayed as the abstract.

We have examined an experienced chemistry teacher's pedagogical content knowledge (PCK) of teaching with practical work in China. Based on the well-known PCK model by Magnusson S. J., Krajcik J. and Borko H., (1999), Nature, sources, and development of pedagogical content knowledge for science teaching, in Gess-Newsome J. and Lederman N. G. (ed.), Examining pedagogical content knowledge: the construct and its implications for science education , Boston: Kluwer, pp. 95–132, we focused on how the participant's teaching orientations and relevant contextual factors shaped his practical knowledge of teaching with practical work. Data from multiple sources were collected and analysed over one semester (four months), including interviews, direct classroom observation, textbooks and lesson plans. Three conclusions were drawn from this study: (1) the participant held multidimensional and mixed science teaching orientations, (2) the participant's science teaching orientations shaped his knowledge and beliefs about students’ learning and the instructional strategies related to practical work, and (3) contextual factors exerted great influence on his PCK.

The Advancing Chemistry by Enhancing Learning in the Laboratory (ACELL) project aims to improve the quality of learning in undergraduate laboratories through two interlocking mechanisms. The first is to build a database of experiments that are both chemically and educationally sound by testing them in a third-party laboratory, usually through an ACELL workshop involving both academic staff and students, to ensure that they work. The second mechanism provides personal and professional development for staff and students through a workshop process, and reinforced through on-going engagement with the ACELL community via the project website and experiment assessment and evaluation. The ACELL workshops include discussion of educational issues, both in abstract (through discussing laboratory learning in general) and concrete (through debriefing of each experiment tested) terms. This paper discusses the design of the ACELL project, and illustrates some of the successes of the staff and student personal and professional development aims. [Chem. Educ. Res. Pract., 2007, 8 (2), 232-254]

The first page of this article is displayed as the abstract.

In response to a concern about the persistent underachievement in exams of Chemistry students in one school, a pilot study was carried out to see if mentoring-style intervention could improve exam performance. Individual personalised interviews were offered to a class, during which support for the development of the skills and subject knowledge for exam success was given. Student feedback indicated that they felt the individual support had assisted with their learning, but the benefit was not borne out by a statistically significant improvement in their exam results. Students reported that the gains were extended into other Science subjects, although again, this was not demonstrable from the analysis of exam results. Despite not giving a significant improvement in marks, mentoring was popular with students. The study points to a number of other, less easily quantifiable, gains that might enhance students' academic success in the medium term. The findings do, however, also raise questions as to whether mentoring represents an efficient use of resources for the purpose of raising attainment.

This study analysed the distribution of questions from the gas law chapters of four high school and four college chemistry textbooks based on six variables—Book Type (secondary versus introductory college), Cognitive Skill (lower-order versus higher-order), Question Format (calculation versus multiple-choice versus short-answer), Question Placement (in-chapter versus end-of-chapter versus test-bank), Question Type (qualitative versus quantitative), and Representation (macroscopic versus particulate versus symbolic). The questions in these chapters were homogeneously distributed for the Cognitive Skill and the Representation variables, but showed differences in question distribution based on the Book Type, Question Format, Question Placement, and Question Type variables. The loglinear analysis method used in this study provides one way to analyse the distribution of different types of questions appearing in chemistry textbooks, and these differences in question distribution can be helpful for textbook authors to evaluate the types of questions appearing in their textbooks and how they are presented, and can be helpful for chemistry instructors to determine how they need to adapt their instructional lessons to prepare students for course examinations or college/career placement examinations.

Modern chemical education aims at teaching based on critical thinking, problem solving and decision-making that may be developed through an interdisciplinary approach. An interdisciplinary model for teaching the topic “foods” is suggested. The goal of the suggested approach is for students to develop their evaluative thinking in order to adopt a responsible behaviour towards health. The proposed model consists of four main steps: i) programming/planning of the teaching strategy; ii) orientation/participation of the students in the procedure; iii) treatment of the subject and presentation of the work produced; and iv) evaluation (group and self-evaluation) of the work. The application of our project confirms that the main objective of our model, that is the promotion of HOCS learning, has been achieved since the students learned to distinguish and to decide about choosing foods which are not harmful for their health, to evaluate advertisements about foods and to distinguish/decide about the misleading ones, to express their ideas on health aspects and critically discuss them, to compare various dietary products and to evaluate them. Our project’s pedagogic value is reflected on the fact that during its application students participating in the teamwork developed skills and behavioral attitudes such as cooperation, communication, involvement, adjustability, action, mutual support and acceptance of the individuality of each member of the team that will be important for them as citizens. [Chem. Educ. Res. Pract.: 2004, 5, 143-155]

This paper describes an expanded framework to aid chemical educators in constructing exams for their courses. The framework has three primary levels: definition, algorithmic, and conceptual. These primary levels have often been used in chemical education research to analyze and describe exam questions, but in this study the definition, algorithmic, and conceptual primary levels have expanded secondary levels.

The main aim of this project was to study young people?s ability to use science knowledge when talking about and explaining everyday phenomena involving transformations of matter. Students? individual knowledge was studied both as their spontaneous explanations and as their explanations with appropriate help in discussions with the researcher or with other students. The framework for learning in this study was a social constructivist perspective of learning. In the project students discussed everyday phenomena with peers and with the researcher. The role of the discourse was stressed in the interviews as well as the development of students? use of their mental models when explaining everyday phenomena. Data were gathered through four interviews with each one of 40 students, between 10 and 11 years of age. The development of the basic particle model was one of the themes during the instructional units. Other recurrent themes were states of matter, gases and chemical reaction. Most of the students were able to use knowledge of science when talking about known everyday phenomena. Almost all of the students in the group developed the use of their own mental models during the project. [Chem. Educ. Res. Pract.: 2003, 4, 291-304]

The experience of a cohort of students enrolled in a Year 1 chemistry laboratory module delivered through a problem-based learning approach was studied. The methodology involved both qualitative and quantitative data analysis. The results show that students had a very positive attitude toward the PBL approach.The data suggests that a high proportion of students felt that learning and enjoyment in the PBL laboratory were better than in the traditional laboratory. Furthermore, by the end of the module, 83% of students indicated a preference for the PBL approach, and a similar percentage indicated they would choose to continue this alternative approach into their second year. The study also suggests that those who have little background in chemistry struggle more with the alternative approach at first, but over time the difference is reduced. Ability to do calculations is found to be a significant factor in whether students prefer the traditional or PBL approach.