Learning with Understanding in the Chemistry Classroom

Chapter 1 Constructing Active Learning in Chemistry: Concepts, Cognition and Conceptions

Chapter 2 The Development of Theoretical Frameworks for Understanding the Learning of Chemistry

Chapter 3 Linking the Macro with the Submicro Levels of Chemistry: Demonstrations and Experiments that can Contribute to Active/Meaningful/Conceptual Learning

Chapter 4 Challenging Myths About Teaching and Learning Chemistry

Chapter 5 The Learning of Chemistry: The Key Role of Working Memory

Chapter 6 Educational Models and Differences between Groups of 16-year-old Students in Gender, Motivation, and Achievements in Chemistry

Chapter 7 Twenty-Five Years of Experience with Interactive Instruction in Chemistry

Chapter 8 Problem Solving Through Cooperative Learning in the Chemistry Classroom

Chapter 9 The Learning Company Approach to Promote Active Chemistry Learning: Examples and Experiences from Lower Secondary Education in Germany

Chapter 10 Teaching Chemistry Conceptually

Chapter 11 Students’ Achievement in Learning Chemistry Through the Design and Construction Approach to Laboratory Activity and the Relation with their Prior Achievements and Motivation to Learn

Chapter 12 Contexts as Learning Catalysts for Students and Teachers: Approaches and Exemplary Results from the Projects Chemie im Kontext and CHEMOL

Chapter 13 How Does Level of Guidance Affect Understanding When Students Use a Dynamic Simulation of Liquid–Vapor Equilibrium?

Chapter 14 Evaluation of the Predict-Observe-Explain Instructional Strategy to Enhance Students’ Understanding of Redox Reactions

Chapter 15 Application of Case Study and Role-Playing in Forensic Chemistry and Analytical Chemistry Education: Students’, Graduates’ and Teachers’ Points of View

Chapter 16 Fostering Active Chemistry Learning in Thailand: Toward a Learner-Centered Student Experiences

Chapter 17 Active Learning in Computerized Chemical Education Environments

Chapter 18 Prospective Chemistry Teachers’ Use of Student-Centered Learning During Their Teaching Practicum