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Didaktik Models in ...
Didaktik Models in Chemistry Education
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- Sjöström, Jesper (author)
- Malmö universitet,Institutionen för naturvetenskap, matematik och samhälle (NMS)
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- Eilks, Ingo (author)
- Univ Bremen, Inst Sci Educ, Dept Biol & Chem, D-28359 Bremen, Germany.
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- Talanquer, Vicente (author)
- Univ Arizona, Dept Chem & Biochem, Tucson, AZ 85721 USA.
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(creator_code:org_t)
- 2020-03-26
- 2020
- English.
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In: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 97:4, s. 910-915
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Abstract
Subject headings
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- The decisions and actions that chemistry educators make regarding why, what, how, and when to teach certain content or implement a specific instructional activity are often guided, but also constrained, by explicit or implicit "didaktik models". These types of models direct our attention and actions when designing curricula, planning for instruction, or assessing the learning process. They also give educators a professional language when talking or reflecting about teaching and learning. When used systematically, didaktik models support the implementation of research-based instructional practices and are helpful in the professional development of educators. In this essay, we describe, analyze, and discuss the nature and utility of didaktik models in chemistry education and argue that it is critical for chemistry educators to recognize and reflect on the types of models that guide their work.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
Keyword
- Curriculum
- History/Philosophy
- Professional Development
Publication and Content Type
- ref (subject category)
- art (subject category)
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