Progress in Practice: The Synergy Derived from Knowing Pedagogy as Well as Chemistry

TCE

The Chemical Educator

ISSN: 1430-4171 (electronic version)

Table of Contents

Abstract Volume 1 Issue 2 (1996), S1430-4171(96)02024-9

Progress in Practice: The Synergy Derived from Knowing Pedagogy as Well as Chemistry

Brian P. Coppola

The University of Michigan, Ann Arbor, MI 48109-1055, USA

Published online: 25 May 1996

Abstract. Progress in Practice: Individuals involved in curriculum design often introduce new, modified, or applied ideas about instruction that range from classroom methods to philosophies of education. In this series, Progress in Practice, we will examine progress in chemical education that is related to practices, where many recommendations have originated from areas in higher education that exist alongside of and overlap with chemistry. Rather than an exhaustive review, we will select examples, background and vocabulary that may either invite interested newcomers to explore a different area in their teaching, or provide language and precedent for individuals who wish to contextualize ideas they have developed independently.

Key Words: In the Classroom; pedagogy; cooperative learning; collaborative learning; examinations; representations

(*) Corresponding author. (E-mail: bcoppola@umich.edu)

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