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1	What happens to student engagement and understanding of chemistry when cross-curricular activities and assignments are used in an honors chemistry class? / Keller, Heather L. January 1900 (has links) Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references. Chemistry Curriculum enrichment.
2	The Changing Role of Chemistry Laboratories Hoogendoorn, Irma 09 1900 (has links) <p> Chemistry is an experimental science and many educators believe that the laboratory program is central to the teaching of chemistry. Introductory chemistry curriculum, as defined by senior secondary school and freshman university courses, has throughout its history placed varying degrees of emphasis on the laboratory component. In this project, a brief discussion of the historical background of chemical education is followed by a consideration of those constraints thought to interfere with the implementation of an effective laboratory program. </p> <p> Safety is an issue currently receiving greater attention in educational institutions. This is reflected in the increased responsibilities required by both statute and tort law. A summary of these responsibilities and their effects on the teaching of chemistry is included in this project. </p> <p> In order to remain faithful to the nature of chemistry, many educators employ student activities which act as alternatives to the laboratory experiment. Various such alternatives are examined. This is followed by recommendations on how a laboratory program may be effectively implemented. </p> / Thesis / Master of Science (MSc) chemistry laboratories teaching chemistry curriculum university
3	A QUÍMICA NA EJA: CIÊNCIA E IDEOLOGIA / CHEMISTRY IN ADULT AND YOUTH EDUCATION: SCIENCE AND IDEOLOGY Silva, Alceu Júnior Paz da 28 May 2007 (has links) The contemporary setting of huge unemployment and precarization of work has brought to Adult and Youth Education courses an imaginary that secondary education is fundamental for professional qualification and achievement of (better) jobs. The objective of this work is to problematize the Chemistry curriculum according to young and adults interests in order to qualify them to the world of work. For that purpose, we adopted Michael Apple s curriculum theory and some contributions of Gramsci s Marxist social theory as methodological and theoretical tools to investigate hegemonic aspects in which the curriculum is immersed. By analyzing the curriculum as a space of struggle for social hegemony, we conclude that is promising to explore the historical approach of the chemical knowledge as a mediator element of counterhegemonic educational practices / O cenário contemporâneo de desemprego massivo e de intensificação da precarização do trabalho tem levado para o interior dos cursos de Educação de Jovens e Adultos o imaginário de que a escolarização média é fundamental para a qualificação profissional e a conquista de (melhores) empregos. O objetivo deste trabalho é problematizar o currículo da disciplina de Química frente ao interesse destes jovens e adultos em se qualificarem para o mundo do trabalho. Para isso utilizamos a teoria do currículo de Michael Apple e as contribuições da Teoria Social Marxiana de Gramsci como instrumentos teórico-metodológicos a fim de investigarmos os aspectos hegemônicos nos quais o currículo está imerso. Tomando o currículo como espaço de disputa pela hegemonia social, concluímos que é promissor explorar a abordagem histórica do conhecimento químico como elemento mediador de práticas educativas contra-hegemônicas Currículo de química Educação de jovens e adultos Ideologia Chemistry curriculum Adult and youth education Ideology CNPQ::CIENCIAS HUMANAS::EDUCACAO
4	Greening the chemistry curriculum. To embed the concepts of sustainability and environmental responsibility into the chemistry curriculum in order to equip graduates for future practises in the chemical sciences Ridley, Amy N. January 2011 (has links) Sustainability and environmental responsibility is increasingly growing in importance. Solving the environmental problems of the planet will one day become the responsibility of future scientists. For this reason, and with the introduction of new chemical legislation (REACH) driving change it is essential that current students are given a broad introduction to sustainability and environmental responsibility in order to equip them as graduates for future practice in the chemical sciences. At the University of Bradford the aim is to teach sustainability and environmental responsibility by embedding it throughout the entire chemistry curriculum rather than teaching it in standalone lectures. Once this has been established within chemistry it is expected that this will potentially provide a template for other areas of laboratory science within the university. In order to achieve the aim of this project, students, staff and potential employers tookpart in surveys with a view to inform curriculum development. Examples of best practice were sought and used as guidance for the development of directed learning activities for use as post lab questions and utilisation of the twelve principles of green chemistry. Green chemistry metrics were applied to undergraduate experiments to test how well they would work in terms of ease of use, applicability and judging ¿greenness¿. It was found that these were not very effective for use within an undergraduate laboratory due to applicability and judging ¿greenness¿, however this work highlighted other areas for improvement. As a result of this work an environmental assessment metric system was developed for use within an undergraduate setting. / Ecoversity at the University of Bradford ; Sustainability ; Chemistry curriculum metrics ; Green chemistry ; Environmental awareness ; Environmental responsibility ; University of Bradford ; Best practice ; Directed learning
5	The human nature of chemistry curriculum design and development: a Canadian case study Kulik, Joel J. 27 August 2014 (has links) This thesis is a case study of the design and development of one Canadian province’s intended Grade 12 Chemistry curriculum. It explores the story associated with its design and development and the lived experiences of the stakeholders involved. The goal is to highlight the dynamic human nature of the curriculum construction process. Specifically, through a case study approach this research identifies several dimensions of the nature of curriculum development considered by Pinar et al. (1995), namely: the “historical, political,…phenomenological, [and] autobiographical” (p. 847). This research determined the factors that influenced this curriculum and the lived experiences of the stakeholders involved. It examined how they reflected on the curriculum process and curriculum product, and investigated the deconstruction/reconstruction processes experienced by some participants. This research helps educators make more informed decisions about designing, developing and implementing curriculum. chemistry curriculum curriculum design curriculum development chemistry curriculum chemistry curriculum development human nature humanity human dynamics chemistry education chemistry teaching chemistry learning curriculum construction curriculum process curriculum development process development team tensionality tension influences on curriculum factors that influence curriculum lived experiences stakeholders historical phenomenological phenomenology autobiography autobiographical political politics political factors deconstruction reconstruction

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