Javier Garcia-Martinez is Faculty member and Director of the Molecular Nanotechnology Lab at the University of Alicante, Spain, where he teaches at undergraduate and graduate levels, and created several courses on materials chemistry and nanotechnology. Javier has published extensively on chemistry, materials science, and nanotechnology and is inventor of more than twenty fi ve patents. He is Co-founder of Rive Technology, a VC-funded MIT spin-off commercializing hierarchical zeolites for energy applications and a fellow of the Royal Society of Chemistry, member of the Global Young Academy, the World Economic Forum, and of the Bureau of the International Union for Pure and Applied Chemistry. His latest books are "Nanotechnology for the Energy Challenge" (Wiley, 2014) and "The Chemical Element" (Wiley, 2011). Elena Serrano-Torregrosa is a Research Fellow at the Molecular Nanotechnology Lab of the Inorganic Chemistry Department at the University of Alicante (Spain), where she has been teaching since 2009 and has created several courses on nanotechnology. She received her PhD in 2006 at the University of Basque Country, Spain (I?aki Mondragon). After a post-doctoral activity at the National Institute of Applied Sciences, INSA in France (Jean-Pierre Pascault), Elena joined the Molecular Nanotechnology Lab at the University of Alicante in 2009. Her current research interests are in the area of new synthetic pathways to prepare photoactive hybrid titania-based materials, in which she is working for three years. Her last book is "The Chemical Element" (Wiley, 2011).

• Foreword XXIPreface XXVList of Contributors XXXIIIPart I: Chemistry Education: A Global Endeavour 11 Chemistry Education and Human Activity 3Peter Mahaffy1.1 Overview 31.2 Chemistry Education and Human Activity 31.3 A Visual Metaphor: Tetrahedral Chemistry Education 41.4 Three Emphases on Human Activity in Chemistry Education 5Acknowledgments 23References 242 Chemistry Education That Makes Connections: Our Responsibilities 27Cathy Middlecamp2.1 What This Chapter Is About 272.2 Story #1: Does This Plane Have Wings? 282.3 Story #2: Coaching Students to “See” the Invisible 302.4 Story #3: Designing Super-Learning Environments for Our Students 342.5 Story #4: Connections to Public Health (Matthew Fisher) 372.6 Story #5: Green Chemistry Connections (Richard Sheardy) 392.7 Story #6: Connections to Cardboard (Garon Smith) 412.8 Story #7:Wisdom from the Bike Trail 442.9 Conclusion: The Responsibility to “Connect the Dots” 46References 483 The Connection between the Local Chemistry Curriculum and Chemistry Terms in the Global News: The Glocalization Perspective 51Mei-Hung Chiu and Chin-Cheng Chou3.1 Introduction 513.2 Understanding Scientific Literacy 523.3 Introduction of Teaching Keywords-Based Recommendation System 553.4 Method 563.5 Results 573.6 Concluding Remarks and Discussion 653.7 Implications for Chemistry Education 68Acknowledgment 70References 704 Changing Perspectives on the Undergraduate Chemistry Curriculum 73Martin J. Goedhart4.1 The Traditional Undergraduate Curriculum 734.2 A Call for Innovation 744.3 Implementation of New Teaching Methods 784.4 A Competency-Based Undergraduate Curriculum 834.5 Conclusions and Outlook 92References 935 Empowering Chemistry Teachers’ Learning: Practices and New Challenges 99Jan H. van Driel and Onno de Jong5.1 Introduction 995.2 Chemistry Teachers’ Professional Knowledge Base 1025.3 Empowering Chemistry Teachers to Teach Challenging Issues 1075.4 New Challenges and Opportunities to Empower Chemistry Teachers’ Learning 1135.5 Final Conclusions and Future Trends 116References 1186 Lifelong Learning: Approaches to Increasing the Understanding of Chemistry by Everybody 123John K. Gilbert and Ana Sofia Afonso6.1 The Permanent Significance of Chemistry 1236.2 Providing Opportunities for the Lifelong Learning of Chemistry 1236.3 The Content and Presentation of Ideas for Lifelong Chemical Education 1296.4 Pedagogy to Support Lifelong Learning 1316.5 Criteria for the Selection of Media for Lifelong Chemical Education 1336.6 Science Museums and Science Centers 1336.7 Print Media: Newspapers and Magazines 1346.8 Print Media: Popular Books 1356.9 Printed Media: Cartoons, Comics, and Graphic Novels 1366.10 Radio and Television 1406.11 Digital Environments 1416.12 Citizen Science 1436.13 An Overview: Bringing About Better Opportunities for Lifelong Chemical Education 144References 146Part II: Best Practices and Innovative Strategies 1497 Using Chemistry Education Research to Inform Teaching Strategies and Design of Instructional Materials 151Renée Cole7.1 Introduction 1517.2 Research into Student Learning 1537.3 Connecting Research to Practice 1547.4 Research-Based Teaching Practice 1657.5 Implementation 1717.6 Continuing the Cycle 172References 1748 Research on Problem Solving in Chemistry 181George M. Bodner8.1 Why Do Research on Problem Solving? 1818.2 Results of Early Research on Problem Solving in General Chemistry 1848.3 What About Organic Chemistry 1868.4 The “Problem-Solving Mindset” 1928.5 An Anarchistic Model of Problem Solving 1938.6 Conclusion 199References 2009 Do Real Work, Not Homework 203Brian P Coppola9.1 Thinking About Real Work 2039.2 Attributes of Real Work 2099.3 Learning from Real Work 2399.4 Conclusions 245Acknowledgments 247References 24710 Context-Based Teaching and Learning on School and University Level 259Ilka Parchmann, Karolina Broman, Maike Busker, and Julian Rudnik10.1 Introduction 25910.2 Theoretical and Empirical Background for Context-Based Learning 26010.3 Context-Based Learning in School: A Long Tradition with Still Long Ways to Go 26110.4 Further Insights Needed: An On-Going Empirical Study on the Design and Effects of Learning from Context-Based Tasks 26310.5 Context-Based Learning on University Level: Goals and Approaches 26910.6 Conclusions and Outlook 275References 27611 Active Learning Pedagogies for the Future of Global Chemistry Education 279Judith C. Poë11.1 Problem-Based Learning 28011.2 Service-Learning 29011.3 Active Learning Pedagogies 29611.4 Conclusions and Outlook 297References 29712 Inquiry-Based Student-Centered Instruction 301Ram S. Lamba12.1 Introduction 30112.2 Inquiry-Based Instruction 30312.3 The Learning Cycle and the Inquiry-Based Model for Teaching and Learning 30412.4 Information Processing Model 30812.5 Possible Solution 30812.6 Guided Inquiry Experiments for General Chemistry: Practical Problems and Applications Manual 31012.7 Assessment of the Guided-Inquiry-Based Laboratories 31412.8 Conclusions 316References 31713 Flipping the Chemistry Classroom with Peer Instruction 319Julie Schell and Eric Mazur13.1 Introduction 31913.2 What Is the Flipped Classroom? 32013.3 How to Flip the Chemistry Classroom 32513.4 Flipping Your Classroom with Peer Instruction 32913.5 Responding to Criticisms of the Flipped Classroom 33913.6 Conclusion: The Future of Education 341Acknowledgments 341References 34114 Innovative Community-Engaged Learning Projects: From Chemical Reactions to Community Interactions 345Claire McDonnell14.1 The Vocabulary of Community-Engaged Learning Projects 34514.2 CBL and CBR in Chemistry 34914.3 Benefits Associated with the Adoption of Community-Engaged Learning 35314.4 Barriers and Potential Issues When Implementing Community-Engaged Learning 36014.5 Current and Future Trends 36414.6 Conclusion 366References 36715 The Role of Conceptual Integration in Understanding and Learning Chemistry 375Keith S. Taber15.1 Concepts, Coherence, and Conceptual Integration 37515.2 Conceptual Integration and Coherence in Science 38115.3 Conceptual Integration in Learning 38515.4 Conclusions and Implications 390References 39216 Learners Ideas, Misconceptions, and Challenge 395Hans-Dieter Barke16.1 Preconcepts and School-Made Misconceptions 39516.2 Preconcepts of Children and Challenge 39616.3 School-Made Misconceptions and Challenge 39616.4 Best Practice to Challenge Misconceptions 41516.5 Conclusion 419References 41917 The Role of Language in the Teaching and Learning of Chemistry 421Peter E. Childs, Silvija Markic, and Marie C. Ryan17.1 Introduction 42117.2 The History and Development of Chemical Language 42317.3 The Role of Language in Science Education 42817.4 Problems with Language in the Teaching and Learning of Chemistry 43017.5 Language Issues in Dealing with Diversity 43717.6 Summary and Conclusions 441References 442Further Reading 44518 Using the Cognitive Conflict Strategy with Classroom Chemistry Demonstrations 447Robert (Bob) Bucat18.1 Introduction 44718.2 What Is the Cognitive Conflict Teaching Strategy? 44818.3 Some Examples of Situations with Potential to Induce Cognitive Conflict 44918.4 Origins of the Cognitive Conflict Teaching Strategy 45118.5 Some Issues Arising from A Priori Consideration 45318.6 A Particular Research Study 45518.7 The Logic Processes of Cognitive Conflict Recognition and Resolution 45918.8 Selected Messages from the Research Literature 46118.9 A Personal Anecdote 46518.10 Conclusion 466References 46719 Chemistry Education for Gifted Learners 469Manabu Sumida and Atsushi Ohashi19.1 The Gap between Students’ Images of Chemistry and Research Trends in Chemistry 46919.2 The Nobel Prize in Chemistry from 1901 to 2012: The Distribution and Movement of Intelligence 47019.3 Identification of Gifted Students in Chemistry 47219.4 Curriculum Development and Implementation of Chemistry Education for the Gifted 47719.5 Conclusions 484References 48620 Experimental Experience Through Project-Based Learning 489Jens Josephsen and Søren Hvidt20.1 Teaching Experimental Experience 48920.2 Instruction Styles 49220.3 Developments in Teaching 49420.4 New Insight and Implementation 49820.5 The Chemistry Point of View Revisited 51120.6 Project-Based Learning 512References 51421 The Development of High-Order Learning Skills in High School Chemistry Laboratory: “Skills for Life” 517Avi Hofstein21.1 Introduction: The Chemistry Laboratory in High School Setting 51721.2 The Development of High-Order Learning Skills in the Chemistry Laboratory 51921.3 From Theory to Practice: How Are Chemistry Laboratories Used? 52221.4 Emerging High-Order Learning Skills in the Chemistry Laboratory 52321.5 Summary, Conclusions, and Recommendations 532References 53522 Chemistry Education Through Microscale Experiments 539Beverly Bell, John D. Bradley, and Erica Steenberg22.1 Experimentation at the Heart of Chemistry and Chemistry Education 53922.2 Aims of Practical Work 54022.3 Achieving the Aims 54022.4 Microscale Chemistry Practical Work – “The Trend from Macro Is Now Established” 54122.5 Case Study I: Does Scale Matter? Study of a First-Year University Laboratory Class 54222.6 Case Study II: Can Microscale Experimentation Be Used Successfully by All? 54322.7 Case Study III: Can Quantitative Practical Skills Be Learned with Microscale Equipment? 54422.8 Case Study IV: Can Microscale Experimentation Help Learning the Scientific Approach? 55422.9 Case Study V: Can Microscale Experimentation Help to Achieve the Aims of Practical Work for All? 55522.10 Conclusions 559References 559Part III: The Role of New Technologies 56323 Twenty-First Century Skills: Using theWeb in Chemistry Education 565Jan Apotheker and Ingeborg Veldman23.1 Introduction 56523.2 How Can These New Developments Be Used in Education? 56723.3 MOOCs (Massive Open Online Courses) 57223.4 Learning Platforms 57423.5 Online Texts versus Hard Copy Texts 57523.6 Learning Platforms/Virtual Learning Environment 57723.7 The Use of Augmented Reality in (In)Formal Learning 57923.8 The Development of Mighty/Machtig 58023.9 The Evolution of MIGHT-y 58023.10 Game Play 58123.11 Added Reality and Level of Immersion 58223.12 Other Developments 58623.13 Molecular City in the Classroom 58723.14 Conclusion 593References 59324 Design of Dynamic Visualizations to Enhance Conceptual Understanding in Chemistry Courses 595Jerry P. Suits24.1 Introduction 59524.2 Advances in Visualization Technology 59824.3 Dynamic Visualizations and Student’s Mental Model 60324.4 Simple or Realistic Molecular Animations? 60724.5 Continuous or Segmented Animations? 60824.6 Individual Differences and Visualizations 60924.7 Simulations: Interactive, Dynamic Visualizations 61124.8 Conclusions and Implications 615Acknowledgments 616References 61625 Chemistry Apps on Smartphones and Tablets 621Ling Huang25.1 Introduction 62125.2 Operating Systems and Hardware 62525.3 Chemistry Apps in Teaching and Learning 62625.4 Challenges and Opportunities in Chemistry Apps for Chemistry Education 64625.5 Conclusions and Future Perspective 647References 64926 E-Learning and Blended Learning in Chemistry Education 651Michael K. Seery and Christine O’Connor26.1 Introduction 65126.2 Building a Blended Learning Curriculum 65226.3 Cognitive Load Theory in Instructional Design 65426.4 Examples from Practice 65526.5 Conclusion: Integrating Technology Enhanced Learning into the Curriculum 665References 66627 Wiki Technologies and Communities: New Approaches to Assessing Individual and Collaborative Learning in the Chemistry Laboratory 671Gwendolyn Lawrie and Lisbeth Grøndahl27.1 Introduction 67127.2 Shifting Assessment Practices in Chemistry Laboratory Learning 67227.3 Theoretical and Learning Design Perspectives Related to Technology-Enhanced Learning Environments 67527.4 Wiki Learning Environments as an Assessment Platform for Students’ Communication of Their Inquiry Laboratory Outcomes 67827.5 Practical Examples of the Application of Wikis to Enhance Laboratory Learning Outcomes 68127.6 Emerging Uses of Wikis in Lab Learning Based on Web 2.0 Analytics And Their Potential to Enhance Lab Learning 68427.7 Conclusion 688References 68928 New Tools and Challenges for Chemical Education: Mobile Learning, Augmented Reality, and Distributed Cognition in the Dawn of the Social and Semantic Web 693Harry E. Pence, Antony J.Williams, and Robert E. Belford28.1 Introduction 69328.2 The Semantic Web and the Social Semantic Web 69428.3 Mobile Devices in Chemical Education 70228.4 Smartphone Applications for Chemistry 70628.5 Teaching Chemistry in a Virtual and Augmented Space 70828.6 The Role of the Social Web 71728.7 Distributed Cognition, Cognitive Artifacts, and the Second Digital Divide 72128.8 The Future of Chemical Education 726References 729Index 735

“I have been ready for the revolution since about grade six. If you are too, then get a copy of Chemistry education and share it with your colleagues.”  (Chemistry in Australia, 1 October 2015)"The book is an indispensable resource for high school through graduate school chemistry educators and chemistry education students." (Choice, May 2016)

Javier Garcia-Martinez is Faculty member and Director of the Molecular Nanotechnology Lab at the University of Alicante, Spain, where he teaches at undergraduate and graduate levels, and created several courses on materials chemistry and nanotechnology. Javier has published extensively on chemistry, materials science, and nanotechnology and is inventor of more than twenty fi ve patents. He is Co-founder of Rive Technology, a VC-funded MIT spin-off commercializing hierarchical zeolites for energy applications and a fellow of the Royal Society of Chemistry, member of the Global Young Academy, the World Economic Forum, and of the Bureau of the International Union for Pure and Applied Chemistry. His latest books are "Nanotechnology for the Energy Challenge" (Wiley, 2014) and "The Chemical Element" (Wiley, 2011). Elena Serrano-Torregrosa is a Research Fellow at the Molecular Nanotechnology Lab of the Inorganic Chemistry Department at the University of Alicante (Spain), where she has been teaching since 2009 and has created several courses on nanotechnology. She received her PhD in 2006 at the University of Basque Country, Spain (I?aki Mondragon). After a post-doctoral activity at the National Institute of Applied Sciences, INSA in France (Jean-Pierre Pascault), Elena joined the Molecular Nanotechnology Lab at the University of Alicante in 2009. Her current research interests are in the area of new synthetic pathways to prepare photoactive hybrid titania-based materials, in which she is working for three years. Her last book is "The Chemical Element" (Wiley, 2011).

• Foreword XXIPreface XXVList of Contributors XXXIIIPart I: Chemistry Education: A Global Endeavour 11 Chemistry Education and Human Activity 3Peter Mahaffy1.1 Overview 31.2 Chemistry Education and Human Activity 31.3 A Visual Metaphor: Tetrahedral Chemistry Education 41.4 Three Emphases on Human Activity in Chemistry Education 5Acknowledgments 23References 242 Chemistry Education That Makes Connections: Our Responsibilities 27Cathy Middlecamp2.1 What This Chapter Is About 272.2 Story #1: Does This Plane Have Wings? 282.3 Story #2: Coaching Students to “See” the Invisible 302.4 Story #3: Designing Super-Learning Environments for Our Students 342.5 Story #4: Connections to Public Health (Matthew Fisher) 372.6 Story #5: Green Chemistry Connections (Richard Sheardy) 392.7 Story #6: Connections to Cardboard (Garon Smith) 412.8 Story #7:Wisdom from the Bike Trail 442.9 Conclusion: The Responsibility to “Connect the Dots” 46References 483 The Connection between the Local Chemistry Curriculum and Chemistry Terms in the Global News: The Glocalization Perspective 51Mei-Hung Chiu and Chin-Cheng Chou3.1 Introduction 513.2 Understanding Scientific Literacy 523.3 Introduction of Teaching Keywords-Based Recommendation System 553.4 Method 563.5 Results 573.6 Concluding Remarks and Discussion 653.7 Implications for Chemistry Education 68Acknowledgment 70References 704 Changing Perspectives on the Undergraduate Chemistry Curriculum 73Martin J. Goedhart4.1 The Traditional Undergraduate Curriculum 734.2 A Call for Innovation 744.3 Implementation of New Teaching Methods 784.4 A Competency-Based Undergraduate Curriculum 834.5 Conclusions and Outlook 92References 935 Empowering Chemistry Teachers’ Learning: Practices and New Challenges 99Jan H. van Driel and Onno de Jong5.1 Introduction 995.2 Chemistry Teachers’ Professional Knowledge Base 1025.3 Empowering Chemistry Teachers to Teach Challenging Issues 1075.4 New Challenges and Opportunities to Empower Chemistry Teachers’ Learning 1135.5 Final Conclusions and Future Trends 116References 1186 Lifelong Learning: Approaches to Increasing the Understanding of Chemistry by Everybody 123John K. Gilbert and Ana Sofia Afonso6.1 The Permanent Significance of Chemistry 1236.2 Providing Opportunities for the Lifelong Learning of Chemistry 1236.3 The Content and Presentation of Ideas for Lifelong Chemical Education 1296.4 Pedagogy to Support Lifelong Learning 1316.5 Criteria for the Selection of Media for Lifelong Chemical Education 1336.6 Science Museums and Science Centers 1336.7 Print Media: Newspapers and Magazines 1346.8 Print Media: Popular Books 1356.9 Printed Media: Cartoons, Comics, and Graphic Novels 1366.10 Radio and Television 1406.11 Digital Environments 1416.12 Citizen Science 1436.13 An Overview: Bringing About Better Opportunities for Lifelong Chemical Education 144References 146Part II: Best Practices and Innovative Strategies 1497 Using Chemistry Education Research to Inform Teaching Strategies and Design of Instructional Materials 151Renée Cole7.1 Introduction 1517.2 Research into Student Learning 1537.3 Connecting Research to Practice 1547.4 Research-Based Teaching Practice 1657.5 Implementation 1717.6 Continuing the Cycle 172References 1748 Research on Problem Solving in Chemistry 181George M. Bodner8.1 Why Do Research on Problem Solving? 1818.2 Results of Early Research on Problem Solving in General Chemistry 1848.3 What About Organic Chemistry 1868.4 The “Problem-Solving Mindset” 1928.5 An Anarchistic Model of Problem Solving 1938.6 Conclusion 199References 2009 Do Real Work, Not Homework 203Brian P Coppola9.1 Thinking About Real Work 2039.2 Attributes of Real Work 2099.3 Learning from Real Work 2399.4 Conclusions 245Acknowledgments 247References 24710 Context-Based Teaching and Learning on School and University Level 259Ilka Parchmann, Karolina Broman, Maike Busker, and Julian Rudnik10.1 Introduction 25910.2 Theoretical and Empirical Background for Context-Based Learning 26010.3 Context-Based Learning in School: A Long Tradition with Still Long Ways to Go 26110.4 Further Insights Needed: An On-Going Empirical Study on the Design and Effects of Learning from Context-Based Tasks 26310.5 Context-Based Learning on University Level: Goals and Approaches 26910.6 Conclusions and Outlook 275References 27611 Active Learning Pedagogies for the Future of Global Chemistry Education 279Judith C. Poë11.1 Problem-Based Learning 28011.2 Service-Learning 29011.3 Active Learning Pedagogies 29611.4 Conclusions and Outlook 297References 29712 Inquiry-Based Student-Centered Instruction 301Ram S. Lamba12.1 Introduction 30112.2 Inquiry-Based Instruction 30312.3 The Learning Cycle and the Inquiry-Based Model for Teaching and Learning 30412.4 Information Processing Model 30812.5 Possible Solution 30812.6 Guided Inquiry Experiments for General Chemistry: Practical Problems and Applications Manual 31012.7 Assessment of the Guided-Inquiry-Based Laboratories 31412.8 Conclusions 316References 31713 Flipping the Chemistry Classroom with Peer Instruction 319Julie Schell and Eric Mazur13.1 Introduction 31913.2 What Is the Flipped Classroom? 32013.3 How to Flip the Chemistry Classroom 32513.4 Flipping Your Classroom with Peer Instruction 32913.5 Responding to Criticisms of the Flipped Classroom 33913.6 Conclusion: The Future of Education 341Acknowledgments 341References 34114 Innovative Community-Engaged Learning Projects: From Chemical Reactions to Community Interactions 345Claire McDonnell14.1 The Vocabulary of Community-Engaged Learning Projects 34514.2 CBL and CBR in Chemistry 34914.3 Benefits Associated with the Adoption of Community-Engaged Learning 35314.4 Barriers and Potential Issues When Implementing Community-Engaged Learning 36014.5 Current and Future Trends 36414.6 Conclusion 366References 36715 The Role of Conceptual Integration in Understanding and Learning Chemistry 375Keith S. Taber15.1 Concepts, Coherence, and Conceptual Integration 37515.2 Conceptual Integration and Coherence in Science 38115.3 Conceptual Integration in Learning 38515.4 Conclusions and Implications 390References 39216 Learners Ideas, Misconceptions, and Challenge 395Hans-Dieter Barke16.1 Preconcepts and School-Made Misconceptions 39516.2 Preconcepts of Children and Challenge 39616.3 School-Made Misconceptions and Challenge 39616.4 Best Practice to Challenge Misconceptions 41516.5 Conclusion 419References 41917 The Role of Language in the Teaching and Learning of Chemistry 421Peter E. Childs, Silvija Markic, and Marie C. Ryan17.1 Introduction 42117.2 The History and Development of Chemical Language 42317.3 The Role of Language in Science Education 42817.4 Problems with Language in the Teaching and Learning of Chemistry 43017.5 Language Issues in Dealing with Diversity 43717.6 Summary and Conclusions 441References 442Further Reading 44518 Using the Cognitive Conflict Strategy with Classroom Chemistry Demonstrations 447Robert (Bob) Bucat18.1 Introduction 44718.2 What Is the Cognitive Conflict Teaching Strategy? 44818.3 Some Examples of Situations with Potential to Induce Cognitive Conflict 44918.4 Origins of the Cognitive Conflict Teaching Strategy 45118.5 Some Issues Arising from A Priori Consideration 45318.6 A Particular Research Study 45518.7 The Logic Processes of Cognitive Conflict Recognition and Resolution 45918.8 Selected Messages from the Research Literature 46118.9 A Personal Anecdote 46518.10 Conclusion 466References 46719 Chemistry Education for Gifted Learners 469Manabu Sumida and Atsushi Ohashi19.1 The Gap between Students’ Images of Chemistry and Research Trends in Chemistry 46919.2 The Nobel Prize in Chemistry from 1901 to 2012: The Distribution and Movement of Intelligence 47019.3 Identification of Gifted Students in Chemistry 47219.4 Curriculum Development and Implementation of Chemistry Education for the Gifted 47719.5 Conclusions 484References 48620 Experimental Experience Through Project-Based Learning 489Jens Josephsen and Søren Hvidt20.1 Teaching Experimental Experience 48920.2 Instruction Styles 49220.3 Developments in Teaching 49420.4 New Insight and Implementation 49820.5 The Chemistry Point of View Revisited 51120.6 Project-Based Learning 512References 51421 The Development of High-Order Learning Skills in High School Chemistry Laboratory: “Skills for Life” 517Avi Hofstein21.1 Introduction: The Chemistry Laboratory in High School Setting 51721.2 The Development of High-Order Learning Skills in the Chemistry Laboratory 51921.3 From Theory to Practice: How Are Chemistry Laboratories Used? 52221.4 Emerging High-Order Learning Skills in the Chemistry Laboratory 52321.5 Summary, Conclusions, and Recommendations 532References 53522 Chemistry Education Through Microscale Experiments 539Beverly Bell, John D. Bradley, and Erica Steenberg22.1 Experimentation at the Heart of Chemistry and Chemistry Education 53922.2 Aims of Practical Work 54022.3 Achieving the Aims 54022.4 Microscale Chemistry Practical Work – “The Trend from Macro Is Now Established” 54122.5 Case Study I: Does Scale Matter? Study of a First-Year University Laboratory Class 54222.6 Case Study II: Can Microscale Experimentation Be Used Successfully by All? 54322.7 Case Study III: Can Quantitative Practical Skills Be Learned with Microscale Equipment? 54422.8 Case Study IV: Can Microscale Experimentation Help Learning the Scientific Approach? 55422.9 Case Study V: Can Microscale Experimentation Help to Achieve the Aims of Practical Work for All? 55522.10 Conclusions 559References 559Part III: The Role of New Technologies 56323 Twenty-First Century Skills: Using theWeb in Chemistry Education 565Jan Apotheker and Ingeborg Veldman23.1 Introduction 56523.2 How Can These New Developments Be Used in Education? 56723.3 MOOCs (Massive Open Online Courses) 57223.4 Learning Platforms 57423.5 Online Texts versus Hard Copy Texts 57523.6 Learning Platforms/Virtual Learning Environment 57723.7 The Use of Augmented Reality in (In)Formal Learning 57923.8 The Development of Mighty/Machtig 58023.9 The Evolution of MIGHT-y 58023.10 Game Play 58123.11 Added Reality and Level of Immersion 58223.12 Other Developments 58623.13 Molecular City in the Classroom 58723.14 Conclusion 593References 59324 Design of Dynamic Visualizations to Enhance Conceptual Understanding in Chemistry Courses 595Jerry P. Suits24.1 Introduction 59524.2 Advances in Visualization Technology 59824.3 Dynamic Visualizations and Student’s Mental Model 60324.4 Simple or Realistic Molecular Animations? 60724.5 Continuous or Segmented Animations? 60824.6 Individual Differences and Visualizations 60924.7 Simulations: Interactive, Dynamic Visualizations 61124.8 Conclusions and Implications 615Acknowledgments 616References 61625 Chemistry Apps on Smartphones and Tablets 621Ling Huang25.1 Introduction 62125.2 Operating Systems and Hardware 62525.3 Chemistry Apps in Teaching and Learning 62625.4 Challenges and Opportunities in Chemistry Apps for Chemistry Education 64625.5 Conclusions and Future Perspective 647References 64926 E-Learning and Blended Learning in Chemistry Education 651Michael K. Seery and Christine O’Connor26.1 Introduction 65126.2 Building a Blended Learning Curriculum 65226.3 Cognitive Load Theory in Instructional Design 65426.4 Examples from Practice 65526.5 Conclusion: Integrating Technology Enhanced Learning into the Curriculum 665References 66627 Wiki Technologies and Communities: New Approaches to Assessing Individual and Collaborative Learning in the Chemistry Laboratory 671Gwendolyn Lawrie and Lisbeth Grøndahl27.1 Introduction 67127.2 Shifting Assessment Practices in Chemistry Laboratory Learning 67227.3 Theoretical and Learning Design Perspectives Related to Technology-Enhanced Learning Environments 67527.4 Wiki Learning Environments as an Assessment Platform for Students’ Communication of Their Inquiry Laboratory Outcomes 67827.5 Practical Examples of the Application of Wikis to Enhance Laboratory Learning Outcomes 68127.6 Emerging Uses of Wikis in Lab Learning Based on Web 2.0 Analytics And Their Potential to Enhance Lab Learning 68427.7 Conclusion 688References 68928 New Tools and Challenges for Chemical Education: Mobile Learning, Augmented Reality, and Distributed Cognition in the Dawn of the Social and Semantic Web 693Harry E. Pence, Antony J.Williams, and Robert E. Belford28.1 Introduction 69328.2 The Semantic Web and the Social Semantic Web 69428.3 Mobile Devices in Chemical Education 70228.4 Smartphone Applications for Chemistry 70628.5 Teaching Chemistry in a Virtual and Augmented Space 70828.6 The Role of the Social Web 71728.7 Distributed Cognition, Cognitive Artifacts, and the Second Digital Divide 72128.8 The Future of Chemical Education 726References 729Index 735

“I have been ready for the revolution since about grade six. If you are too, then get a copy of Chemistry education and share it with your colleagues.”  (Chemistry in Australia, 1 October 2015)"The book is an indispensable resource for high school through graduate school chemistry educators and chemistry education students." (Choice, May 2016)

Javier Garcia-Martinez is Faculty member and Director of the Molecular Nanotechnology Lab at the University of Alicante, Spain, where he teaches at undergraduate and graduate levels, and created several courses on materials chemistry and nanotechnology. Javier has published extensively on chemistry, materials science, and nanotechnology and is inventor of more than twenty fi ve patents. He is Co-founder of Rive Technology, a VC-funded MIT spin-off commercializing hierarchical zeolites for energy applications and a fellow of the Royal Society of Chemistry, member of the Global Young Academy, the World Economic Forum, and of the Bureau of the International Union for Pure and Applied Chemistry. His latest books are "Nanotechnology for the Energy Challenge" (Wiley, 2014) and "The Chemical Element" (Wiley, 2011). Elena Serrano-Torregrosa is a Research Fellow at the Molecular Nanotechnology Lab of the Inorganic Chemistry Department at the University of Alicante (Spain), where she has been teaching since 2009 and has created several courses on nanotechnology. She received her PhD in 2006 at the University of Basque Country, Spain (I?aki Mondragon). After a post-doctoral activity at the National Institute of Applied Sciences, INSA in France (Jean-Pierre Pascault), Elena joined the Molecular Nanotechnology Lab at the University of Alicante in 2009. Her current research interests are in the area of new synthetic pathways to prepare photoactive hybrid titania-based materials, in which she is working for three years. Her last book is "The Chemical Element" (Wiley, 2011).

• Foreword XXIPreface XXVList of Contributors XXXIIIPart I: Chemistry Education: A Global Endeavour 11 Chemistry Education and Human Activity 3Peter Mahaffy1.1 Overview 31.2 Chemistry Education and Human Activity 31.3 A Visual Metaphor: Tetrahedral Chemistry Education 41.4 Three Emphases on Human Activity in Chemistry Education 5Acknowledgments 23References 242 Chemistry Education That Makes Connections: Our Responsibilities 27Cathy Middlecamp2.1 What This Chapter Is About 272.2 Story #1: Does This Plane Have Wings? 282.3 Story #2: Coaching Students to “See” the Invisible 302.4 Story #3: Designing Super-Learning Environments for Our Students 342.5 Story #4: Connections to Public Health (Matthew Fisher) 372.6 Story #5: Green Chemistry Connections (Richard Sheardy) 392.7 Story #6: Connections to Cardboard (Garon Smith) 412.8 Story #7:Wisdom from the Bike Trail 442.9 Conclusion: The Responsibility to “Connect the Dots” 46References 483 The Connection between the Local Chemistry Curriculum and Chemistry Terms in the Global News: The Glocalization Perspective 51Mei-Hung Chiu and Chin-Cheng Chou3.1 Introduction 513.2 Understanding Scientific Literacy 523.3 Introduction of Teaching Keywords-Based Recommendation System 553.4 Method 563.5 Results 573.6 Concluding Remarks and Discussion 653.7 Implications for Chemistry Education 68Acknowledgment 70References 704 Changing Perspectives on the Undergraduate Chemistry Curriculum 73Martin J. Goedhart4.1 The Traditional Undergraduate Curriculum 734.2 A Call for Innovation 744.3 Implementation of New Teaching Methods 784.4 A Competency-Based Undergraduate Curriculum 834.5 Conclusions and Outlook 92References 935 Empowering Chemistry Teachers’ Learning: Practices and New Challenges 99Jan H. van Driel and Onno de Jong5.1 Introduction 995.2 Chemistry Teachers’ Professional Knowledge Base 1025.3 Empowering Chemistry Teachers to Teach Challenging Issues 1075.4 New Challenges and Opportunities to Empower Chemistry Teachers’ Learning 1135.5 Final Conclusions and Future Trends 116References 1186 Lifelong Learning: Approaches to Increasing the Understanding of Chemistry by Everybody 123John K. Gilbert and Ana Sofia Afonso6.1 The Permanent Significance of Chemistry 1236.2 Providing Opportunities for the Lifelong Learning of Chemistry 1236.3 The Content and Presentation of Ideas for Lifelong Chemical Education 1296.4 Pedagogy to Support Lifelong Learning 1316.5 Criteria for the Selection of Media for Lifelong Chemical Education 1336.6 Science Museums and Science Centers 1336.7 Print Media: Newspapers and Magazines 1346.8 Print Media: Popular Books 1356.9 Printed Media: Cartoons, Comics, and Graphic Novels 1366.10 Radio and Television 1406.11 Digital Environments 1416.12 Citizen Science 1436.13 An Overview: Bringing About Better Opportunities for Lifelong Chemical Education 144References 146Part II: Best Practices and Innovative Strategies 1497 Using Chemistry Education Research to Inform Teaching Strategies and Design of Instructional Materials 151Renée Cole7.1 Introduction 1517.2 Research into Student Learning 1537.3 Connecting Research to Practice 1547.4 Research-Based Teaching Practice 1657.5 Implementation 1717.6 Continuing the Cycle 172References 1748 Research on Problem Solving in Chemistry 181George M. Bodner8.1 Why Do Research on Problem Solving? 1818.2 Results of Early Research on Problem Solving in General Chemistry 1848.3 What About Organic Chemistry 1868.4 The “Problem-Solving Mindset” 1928.5 An Anarchistic Model of Problem Solving 1938.6 Conclusion 199References 2009 Do Real Work, Not Homework 203Brian P Coppola9.1 Thinking About Real Work 2039.2 Attributes of Real Work 2099.3 Learning from Real Work 2399.4 Conclusions 245Acknowledgments 247References 24710 Context-Based Teaching and Learning on School and University Level 259Ilka Parchmann, Karolina Broman, Maike Busker, and Julian Rudnik10.1 Introduction 25910.2 Theoretical and Empirical Background for Context-Based Learning 26010.3 Context-Based Learning in School: A Long Tradition with Still Long Ways to Go 26110.4 Further Insights Needed: An On-Going Empirical Study on the Design and Effects of Learning from Context-Based Tasks 26310.5 Context-Based Learning on University Level: Goals and Approaches 26910.6 Conclusions and Outlook 275References 27611 Active Learning Pedagogies for the Future of Global Chemistry Education 279Judith C. Poë11.1 Problem-Based Learning 28011.2 Service-Learning 29011.3 Active Learning Pedagogies 29611.4 Conclusions and Outlook 297References 29712 Inquiry-Based Student-Centered Instruction 301Ram S. Lamba12.1 Introduction 30112.2 Inquiry-Based Instruction 30312.3 The Learning Cycle and the Inquiry-Based Model for Teaching and Learning 30412.4 Information Processing Model 30812.5 Possible Solution 30812.6 Guided Inquiry Experiments for General Chemistry: Practical Problems and Applications Manual 31012.7 Assessment of the Guided-Inquiry-Based Laboratories 31412.8 Conclusions 316References 31713 Flipping the Chemistry Classroom with Peer Instruction 319Julie Schell and Eric Mazur13.1 Introduction 31913.2 What Is the Flipped Classroom? 32013.3 How to Flip the Chemistry Classroom 32513.4 Flipping Your Classroom with Peer Instruction 32913.5 Responding to Criticisms of the Flipped Classroom 33913.6 Conclusion: The Future of Education 341Acknowledgments 341References 34114 Innovative Community-Engaged Learning Projects: From Chemical Reactions to Community Interactions 345Claire McDonnell14.1 The Vocabulary of Community-Engaged Learning Projects 34514.2 CBL and CBR in Chemistry 34914.3 Benefits Associated with the Adoption of Community-Engaged Learning 35314.4 Barriers and Potential Issues When Implementing Community-Engaged Learning 36014.5 Current and Future Trends 36414.6 Conclusion 366References 36715 The Role of Conceptual Integration in Understanding and Learning Chemistry 375Keith S. Taber15.1 Concepts, Coherence, and Conceptual Integration 37515.2 Conceptual Integration and Coherence in Science 38115.3 Conceptual Integration in Learning 38515.4 Conclusions and Implications 390References 39216 Learners Ideas, Misconceptions, and Challenge 395Hans-Dieter Barke16.1 Preconcepts and School-Made Misconceptions 39516.2 Preconcepts of Children and Challenge 39616.3 School-Made Misconceptions and Challenge 39616.4 Best Practice to Challenge Misconceptions 41516.5 Conclusion 419References 41917 The Role of Language in the Teaching and Learning of Chemistry 421Peter E. Childs, Silvija Markic, and Marie C. Ryan17.1 Introduction 42117.2 The History and Development of Chemical Language 42317.3 The Role of Language in Science Education 42817.4 Problems with Language in the Teaching and Learning of Chemistry 43017.5 Language Issues in Dealing with Diversity 43717.6 Summary and Conclusions 441References 442Further Reading 44518 Using the Cognitive Conflict Strategy with Classroom Chemistry Demonstrations 447Robert (Bob) Bucat18.1 Introduction 44718.2 What Is the Cognitive Conflict Teaching Strategy? 44818.3 Some Examples of Situations with Potential to Induce Cognitive Conflict 44918.4 Origins of the Cognitive Conflict Teaching Strategy 45118.5 Some Issues Arising from A Priori Consideration 45318.6 A Particular Research Study 45518.7 The Logic Processes of Cognitive Conflict Recognition and Resolution 45918.8 Selected Messages from the Research Literature 46118.9 A Personal Anecdote 46518.10 Conclusion 466References 46719 Chemistry Education for Gifted Learners 469Manabu Sumida and Atsushi Ohashi19.1 The Gap between Students’ Images of Chemistry and Research Trends in Chemistry 46919.2 The Nobel Prize in Chemistry from 1901 to 2012: The Distribution and Movement of Intelligence 47019.3 Identification of Gifted Students in Chemistry 47219.4 Curriculum Development and Implementation of Chemistry Education for the Gifted 47719.5 Conclusions 484References 48620 Experimental Experience Through Project-Based Learning 489Jens Josephsen and Søren Hvidt20.1 Teaching Experimental Experience 48920.2 Instruction Styles 49220.3 Developments in Teaching 49420.4 New Insight and Implementation 49820.5 The Chemistry Point of View Revisited 51120.6 Project-Based Learning 512References 51421 The Development of High-Order Learning Skills in High School Chemistry Laboratory: “Skills for Life” 517Avi Hofstein21.1 Introduction: The Chemistry Laboratory in High School Setting 51721.2 The Development of High-Order Learning Skills in the Chemistry Laboratory 51921.3 From Theory to Practice: How Are Chemistry Laboratories Used? 52221.4 Emerging High-Order Learning Skills in the Chemistry Laboratory 52321.5 Summary, Conclusions, and Recommendations 532References 53522 Chemistry Education Through Microscale Experiments 539Beverly Bell, John D. Bradley, and Erica Steenberg22.1 Experimentation at the Heart of Chemistry and Chemistry Education 53922.2 Aims of Practical Work 54022.3 Achieving the Aims 54022.4 Microscale Chemistry Practical Work – “The Trend from Macro Is Now Established” 54122.5 Case Study I: Does Scale Matter? Study of a First-Year University Laboratory Class 54222.6 Case Study II: Can Microscale Experimentation Be Used Successfully by All? 54322.7 Case Study III: Can Quantitative Practical Skills Be Learned with Microscale Equipment? 54422.8 Case Study IV: Can Microscale Experimentation Help Learning the Scientific Approach? 55422.9 Case Study V: Can Microscale Experimentation Help to Achieve the Aims of Practical Work for All? 55522.10 Conclusions 559References 559Part III: The Role of New Technologies 56323 Twenty-First Century Skills: Using theWeb in Chemistry Education 565Jan Apotheker and Ingeborg Veldman23.1 Introduction 56523.2 How Can These New Developments Be Used in Education? 56723.3 MOOCs (Massive Open Online Courses) 57223.4 Learning Platforms 57423.5 Online Texts versus Hard Copy Texts 57523.6 Learning Platforms/Virtual Learning Environment 57723.7 The Use of Augmented Reality in (In)Formal Learning 57923.8 The Development of Mighty/Machtig 58023.9 The Evolution of MIGHT-y 58023.10 Game Play 58123.11 Added Reality and Level of Immersion 58223.12 Other Developments 58623.13 Molecular City in the Classroom 58723.14 Conclusion 593References 59324 Design of Dynamic Visualizations to Enhance Conceptual Understanding in Chemistry Courses 595Jerry P. Suits24.1 Introduction 59524.2 Advances in Visualization Technology 59824.3 Dynamic Visualizations and Student’s Mental Model 60324.4 Simple or Realistic Molecular Animations? 60724.5 Continuous or Segmented Animations? 60824.6 Individual Differences and Visualizations 60924.7 Simulations: Interactive, Dynamic Visualizations 61124.8 Conclusions and Implications 615Acknowledgments 616References 61625 Chemistry Apps on Smartphones and Tablets 621Ling Huang25.1 Introduction 62125.2 Operating Systems and Hardware 62525.3 Chemistry Apps in Teaching and Learning 62625.4 Challenges and Opportunities in Chemistry Apps for Chemistry Education 64625.5 Conclusions and Future Perspective 647References 64926 E-Learning and Blended Learning in Chemistry Education 651Michael K. Seery and Christine O’Connor26.1 Introduction 65126.2 Building a Blended Learning Curriculum 65226.3 Cognitive Load Theory in Instructional Design 65426.4 Examples from Practice 65526.5 Conclusion: Integrating Technology Enhanced Learning into the Curriculum 665References 66627 Wiki Technologies and Communities: New Approaches to Assessing Individual and Collaborative Learning in the Chemistry Laboratory 671Gwendolyn Lawrie and Lisbeth Grøndahl27.1 Introduction 67127.2 Shifting Assessment Practices in Chemistry Laboratory Learning 67227.3 Theoretical and Learning Design Perspectives Related to Technology-Enhanced Learning Environments 67527.4 Wiki Learning Environments as an Assessment Platform for Students’ Communication of Their Inquiry Laboratory Outcomes 67827.5 Practical Examples of the Application of Wikis to Enhance Laboratory Learning Outcomes 68127.6 Emerging Uses of Wikis in Lab Learning Based on Web 2.0 Analytics And Their Potential to Enhance Lab Learning 68427.7 Conclusion 688References 68928 New Tools and Challenges for Chemical Education: Mobile Learning, Augmented Reality, and Distributed Cognition in the Dawn of the Social and Semantic Web 693Harry E. Pence, Antony J.Williams, and Robert E. Belford28.1 Introduction 69328.2 The Semantic Web and the Social Semantic Web 69428.3 Mobile Devices in Chemical Education 70228.4 Smartphone Applications for Chemistry 70628.5 Teaching Chemistry in a Virtual and Augmented Space 70828.6 The Role of the Social Web 71728.7 Distributed Cognition, Cognitive Artifacts, and the Second Digital Divide 72128.8 The Future of Chemical Education 726References 729Index 735

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