| Description |
1 online resource (221 p.) |
| Series |
Routledge Research in STEM Education Series |
|
Routledge Research in STEM Education Series
|
| Contents |
Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- About the Authors -- Preface -- Acknowledgements -- Introduction -- 1 Contemporary Forces Reshaping the Landscape of Chemistry Education -- 1.1 Overview -- 1.2 Welcome to Guyana: A Bird's-Eye View of Guyanese History and Culture -- 1.3 Post-Secondary Chemistry Education in Guyana in Context -- 1.4 Global and Local Push Factors for Change -- 1.4.1 Policy Push Factors -- 1.4.2 The Changing Nature of the Discipline -- 1.4.3 Changing Workplace Demands |
|
1.4.4 Changes in Teaching Tools: ICTs in Chemistry Education -- 1.4.5 Closer to Home -- 1.4.5.1 Emerging Competitors -- 1.4.5.2 "First Oil" in Guyana -- 1.4.5.3 Underexploited Natural Resource Wealth -- 1.4.5.4 Need for Flexible Learning Environment -- 1.4.5.5 Who Is a Guyanese Chemist? -- 1.4.5.6 And What About the Planet? -- 1.5 Current Challenges in Tertiary Chemistry Education -- 1.5.1 Poor Student Engagement -- 1.5.2 Government and University Policies -- 1.5.3 Students' Unpreparedness -- 1.5.4 Pedagogical Issues -- 1.5.5 Resource Constraints |
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1.6 Learning Theories and Implications for Designing Chemistry Pedagogy -- 1.6.1 Theories of Learning -- 1.6.1.1 Behaviourism -- 1.6.1.2 Cognitivism -- 1.6.1.3 Constructivism -- References -- 2 Introducing the 3P Approach: Diversifying Pedagogy, Programming, and People for Transformative Chemistry Education -- 2.1 What Is the 3P Approach? -- 2.2 The Argument for Pedagogical Diversity -- 2.3 Support for Diversifying Co-Curricular Chemistry Programmes -- 2.3.1 Diversity in Curriculum -- 2.3.2 Adaptability -- 2.3.3 Development of Soft Skills |
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2.4 The Changing Face of Chemistry Education in Guyana: What Does Our Classroom Diversity Look Like? -- 2.4.1 Student Demographics -- 2.4.1.1 Age at Matriculation -- 2.4.1.2 Sex Distribution -- 2.4.1.3 Region of Residence -- 2.4.2 What About Our Teachers? -- 2.5 Stronger Together: The Synergistic Strengths of the 3P Approach -- 2.5.1 Pedagogy and People -- 2.5.2 People and Programming -- 2.5.3 Pedagogy and Programming -- References -- Section 1 Diversifying Pedagogy in Post-Secondary Chemistry Education -- 3 Active Teaching and Learning Methods in Chemistry Education -- 3.1 Introduction |
|
3.2 What Is Active Teaching and Learning? -- 3.3 What Is Not Active Teaching and Learning? -- 3.4 Why Is Active Teaching and Learning Important in Chemistry? -- 3.5 Techniques for Active Teaching and Learning -- 3.6 Active Teaching and Learning in the Chemistry Classroom: A Critical Review -- 3.7 Lessons for and From Developing Countries -- 3.8 Summary -- References -- 4 Effective Teaching Strategies for a Large, Diverse Class of Tertiary Students -- 4.1 Introduction -- 4.2 Critical Review of Traditional Teaching Strategies |
| Summary |
This book considers how post-secondary chemistry education can be advanced in developing countries in order to better respond to emerging global, regional, and local needs, with particular attention to accommodating diversity and diverse learning styles |
| Notes |
Description based upon print version of record |
|
4.3 Effective Strategies for Teaching Large Classes: A Contextual Gap Analysis |
| Genre/Form |
Electronic books
|
| Form |
Electronic book
|
| Author |
Uzzi, Medeba
|
|
Murray, Jacqueline
|
| ISBN |
9781040003947 |
|
104000394X |
|
