Historically, societies have relied on universities and colleges to provide a space for young citizens to experiment with and explore the innovative approaches needed to address contemporary problems. Yet today, many universities serve as diploma mills that succeed in getting students onto the job market, but fail to give those students tools for…

In this article, the author responds to the recent article by Lynne Bianchi commenting on the Donaldson report, "Teaching Scotland's future" (Donaldson, 2011). He agrees that the Donaldson report has indeed been a catalyst to drive change across the entire landscape of initial teacher education (ITE) in Scotland. In fact, not only ITE:…

In this paper, the author aims to share some of the efforts, successes, challenges and lessons learned over approximately two decades of professional development projects both large and small. In retrospect the author contends that efforts toward change, improvement and advancement were always bumping against culture. So, this address attempts to…

In a series of well-known papers, Chi and Slotta (M. T. H. Chi, 1992, 2005; M. T. H. Chi & J. D. Slotta, 1993; M. T. H. Chi, J. D. Slotta, & N. de Leeuw, 1994; J. Slotta & M. T. H. Chi, 2006; J. D. Slotta, M. T. H. Chi, & E. Joram, 1995) have contended that a reason for students' difficulties in learning physics is that students…

Large curricular changes of the 1960s brought about by the ChemStudy and Chemical Bond Approach initiatives were generally successful, but they also created learning problems. These were well recognized by a series of surveys in 1971. Recent surveys (2008) show that the same chemical difficulties for learners are still present in most "modern"…

The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers. Teachers' behavioral interactions with…

In this article, the author shares some of his ideas and tips for using models and analogies. He explains why he uses analogies and models in science teaching and describes the advantages of using models and analogies. He also emphasizes the role of the teacher as the person to introduce the models. (Contains 3 figures and 1 table.)

Discussed are the nature of the development of conceptual relationships, and the structure of concepts. The topics are presented with regard to the importance of combining metaphors with two alternate approaches to learning, the first being rote learning and the other being inductive learning. The paper is intended to be a model of the concept of…

Presents a causal mechanism linking models to learning in order to establish whether or not good models are good for teaching. (MKR)

Illustrates how teachers can help students learn from analogies using the Teaching with Analogies Model. (SR)

The first introduction to molecular geometry should be through the simple and easily understood VSEPR model, as the Valence Bond Theory and MO Theory suffer from limitations as far as understanding molecular geometry is concerned. The VSEPR model gives a perfectly satisfactory description of the bonding that follows directly from the Lewis model…

The increased pressure for gains in academic performance in mathematics and science are not going to dissipate, and rural schools must find a way to meet these challenges. The No Child Left Behind (NCLB) and the Carl D. Perkins Federal Vocational and Technical Education Act legislations have also put pressure on career and technical education…

Addresses the issue of the semantics of chemical symbolism in introductory chemistry texts and lectures. Argues that understanding the historical context, the personal struggles of those who mapped the territory of chemistry, and how the meaning of the chemical symbols they used evolved over time are important for building a foundation for…

Examines the general philosophical nature of models in science and the relationship between models and analogies. Applies these ideas to molecular models in particular. (Author/JRH)

Provides examples of the teaching of hypothesis generation and scientific inquiry in biology. Specifically, the author applies the selection paradigm to considerations of the human nutrient-handling apparatus, finally suggesting a model of the selective forces that may have operated on the human genome since hunting-gathering and primitive…