Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn

Autor/inn/en	Schwartz-Bloom, Rochelle D.; Halpin, Myra J.; Reiter, Jerome P.
Titel	Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn
Quelle	In: Journal of Chemical Education, 88 (2011) 6, S.744-750 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed100097y
Schlagwörter	Video Technology; Distance Education; Pharmacology; Chemistry; Biology; Secondary School Teachers; Science Instruction; High School Students; Faculty Development; Workshops; Science Teachers; Partnerships in Education; Learning Modules; Secondary School Science; Knowledge Base for Teaching; Scientific Concepts + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Arzneikunde; Chemie; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernwerkstatt; Schulung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; Learning module; Lernmodul; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Few studies demonstrate the impact of teaching chemistry embedded in a context that has relevance to high school students. We build upon our prior work showing that pharmacology topics (i.e., drugs), which are inherently interesting to high school students, provide a useful context for teaching chemistry and biology. In those studies, teachers were provided professional development for the Pharmacology Education Partnership (PEP) in an onsite venue (either five-day or one-day workshop). Given financial difficulties to travel, teachers have asked for alternatives for professional development. Thus, we developed the same PEP training workshop using a distance learning (DL) (two-way live video) approach. In this way, 121 chemistry and biology teachers participated in the DL workshops to learn how to incorporate the PEP modules into their teaching. They field-tested the modules over the year in high school chemistry and biology classes. Teacher knowledge of chemistry and biology increased significantly after the workshop and was maintained for at least a year. Their students (N = 2309) demonstrated a significant increase in knowledge of chemistry and biology concepts, with higher scores as the number of modules used increased. The increase in both teacher and student knowledge in these subjects was similar to that found previously when teachers were provided with onsite professional development. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10