Didaktik Models in Chemistry Education

Autor/inn/en	Sjo¨stro¨m, Jesper; Eilks, Ingo; Talanquer, Vicente
Titel	Didaktik Models in Chemistry Education
Quelle	In: Journal of Chemical Education, 97 (2020) 4, S.910-915 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sjo¨stro¨m, Jesper) ORCID (Eilks, Ingo) ORCID (Talanquer, Vicente)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Chemistry; Educational Philosophy; Models; Science Education + Suchen Sie Ihr Suchwort? Chemie; Bildungsphilosophie; Erziehungsphilosophie; Analogiemodell; Naturwissenschaftliche Bildung
Abstract	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. (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	2024/1/01