000			08228cam a2200781Ii 4500
001			on1391226977
003			OCoLC
005			20241121073211.0
006			m d
007			cr cnu---unuuu
008			230727s2023 enka ob 000 0 eng d
040			_aUKRSC _beng _erda _epn _cUKRSC _dYDX _dN$T _dYDX _dUIU _dUKMGB _dZ8Q _dOCLCF _dOCLCO _dUKAHL _dOCLCL _dCNO
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019			_a1390727226
020			_a9781839167942 _q(electronic book)
020			_a1839167947 _q(electronic book)
020			_a9781839167959 _q(electronic book)
020			_a1839167955 _q(electronic book)
020			_z9781839165238 _q(hardcover)
020			_z1839165235 _q(hardcover)
035			_a3644677 _b(N$T)
035			_a(OCoLC)1391226977 _z(OCoLC)1390727226
037			_a6698:6530 _bRoyal Society of Chemistry _nhttp://www.rsc.org/spr
050		4	_aQD40 _b.D54 2023eb
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082	0	4	_a540.71 _223/eng/20230727
049			_aMAIN
245	0	0	_aDigital learning and teaching in chemistry / _cedited by Yehudit Dori, Courtney Ngai and Gabriela Szteinberg.
264		1	_aCambridge : _bRoyal Society of Chemistry, _c2023.
300			_a1 online resource (xliv, 436 pages) : _billustrations.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aAdvances in chemistry education series.
500			_aAvailable through Ebscohost.
504			_aIncludes bibliographical references and index.
520			_aEducation is always evolving, and most recently has shifted to increased online or remote learning. Digital Learning and Teaching in Chemistry compiles the established and emerging trends in this field, specifically within the context of learning and teaching in chemistry. This book shares insights about five major themes: best practices for teaching and learning digitally, digital learning platforms, virtual visualisation and laboratory to promote learning in science, digital assessment, and building communities of learners and educators. The authors are chemistry instructors and researchers from nine countries, contributing an international perspective on digital learning and teaching in chemistry. While the chapters in this book span a wide variety of topics, as a whole, they focus on using technology and digital platforms as a method for supporting inclusive and meaningful learning. The best practices and recommendations shared by the authors are highly relevant for modern chemistry education, as teaching and learning through digital methods is likely to persist. Furthermore, teaching chemistry digitally has the potential to bring greater equity to the field of chemistry education in terms of who has access to quality learning, and this book will contribute to that goal. This book will be essential reading for those working in chemical education and teaching. Yehudit Judy Dori is internationally recognised, formerly Dean of the Faculty of Education of Science and Technology at the Technion Israel Institute of Technology and won the 2020 NARST Distinguished Contributions to Science Education through Research AwardDCRA for her exceptional research contributions. Courtney Ngai and Gabriela Szteinberg are passionate researchers and practitioners in the education field. Courtney Ngai is the Associate Director of the Office of Undergraduate Research and Artistry at Colorado State University. Gabriela Szteinberg serves as Assistant Dean and Academic Coordinator for the College of Arts and Sciences at Washington University in St. Louis.
588	1		_aDescription based on resource viewed on September 18, 2023.
505	0		_aDigital Learning and Teaching in Chemistry -- What We Know and What We Wish to Investigate Further;Theme Introduction: Best Practices of Teaching and Learning Digitally;Supportive Aspects of Online Learning and Teaching -- What Does a Rapid Transition Teach Us?;Adapting Large Intro-level Chemistry Courses to Fully Remote or Hybrid Instruction;Personalized Support for Students Learning Chemistry Online -- The Development of a Prediction Model;A Framework for Learning to Teach Chemistry on a Digital Platform: The Case of Chemical Equilibrium;Learning with Digital Media About the Chemistry Behind the Recycling of Digital Hardware;Chemistry-based Information in Social Media in the Light of Scientific Media Literacy -- Teachers' Views and Classroom Implementation in Secondary Education;Digital Learning Platforms: Digital Platforms for Increasing Inclusion in Chemistry Education;Group Diversity and Innovative Thinking: Lessons Learned From a MOOC on Nanotechnology;Integrating Web-based Learning to Make Industrial and Everyday Life Chemistry Accessible to High School Chemistry Students;The Next Level in Inclusive Chemistry Education: A Model Approach Using a Multitouch Learning Book;Can YouTubers Provide Powerful Tools for Addressing Heterogeneity in the Classroom? An Analysis of Videos About the Periodic Table Using the TPACK Framework;A Formalized Conceptual Model-based Approach for Fostering and Assessing Students' Systems Thinking in Undergraduate Chemistry Education;Chemistry Teachers' Awareness of Sustainability Through Social Media: Cultural Differences;Using Visualization and Laboratory to Promote Learning in Science;Applications of Digital Technology in Chemical Education;Designing Virtual Chemistry Visualizations Featuring Environmental Dilemmas to Promote Equitable Knowledge Integration;Designing Tutorial Videos to Support Students' Learning of Reaction Mechanisms in Organic Chemistry;Digital Tools for Equitable in Person and Remote Chemistry Learning;Smartphone Applications as a Catalyst for Active Learning in Chemistry: Investigating the Ideal Gas Law;Theme Introduction: Digital Assessment;The Community of Inquiry Framework as a Guide to Implement Inclusive Collaborative Two-stage Exams in Chemistry;Digital Formative Assessments for Learning;Online Assignments: Pre- and In-service Chemistry Teachers' Knowledge, Perceptions and Reflections;'I Felt Not So Alone': the Impact of Muddiest Point Activities on Student Learning Outcomes Through Top Hat Technology;Embedding Feedback in Digital Learning Environments to Promote Learners' Thinking About Their Thinking in Chemistry;Introduction to Building Communities of Learners and Educators;Bringing Back Learning Communities in the XXI Century;Supporting Chemistry Teachers in Emergency Remote Teaching -- The Role of Professional Learning Communities (PLCs);Strategies for Teaching Chemistry Online: A Community of Educators for the COVID-19 Pandemic and Beyond.
590			_aWorldCat record variable field(s) change: 050
650		0	_aChemistry _xComputer-assisted instruction. _925375
650		0	_aChemistry _xStudy and teaching. _916090
650		6	_aChimie _xEnseignement assist�e par ordinateur. _925376
650		6	_aChimie _x�Etude et enseignement. _916093
650		7	_aChemistry _xComputer-assisted instruction _2fast _925375
650		7	_aChemistry _xStudy and teaching _2fast _916090
700	1		_aDori, Y. _q(Yehudit), _eeditor. _1https://id.oclc.org/worldcat/entity/E39PBJv8KtYrrqGVR7kfJQJRrq _1https://isni.org/isni/000000038753148X _925377
700	1		_aNgai, Courtney, _eeditor. _925378
700	1		_aSzteinberg, Gabriela, _eeditor. _925379
710	2		_aProQuest (Firm) _911399
776	0	8	_iPrint version: _tDigital learning and teaching in chemistry. Volume 11. _dCambridge : Royal Society of Chemistry, 2023 _z9781839165238 _w(OCoLC)1378022593
830		0	_aAdvances in chemistry education series. _916095
856	4	0	_3EBSCOhost _uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=3644677
938			_aAskews and Holts Library Services _bASKH _nAH41092418
938			_aYBP Library Services _bYANK _n305585992
938			_aEBSCOhost _bEBSC _n3644677
994			_a92 _bN$T
999			_c9104 _d9104