Comparative Perspectives on Chemistry Teaching and Learning in Higher Education
| dc.contributor.author | Bhola, Shaily | |
| dc.contributor.author | Parchoma, Gale | |
| dc.contributor.faculty | Werklund School of Education | |
| dc.date.accessioned | 2015-08-10T20:41:13Z | |
| dc.date.available | 2015-08-10T20:41:13Z | |
| dc.date.issued | 2015-06 | |
| dc.description.abstract | Science learning in higher education has been examined in light of the cognitivist and constructivist theories of learning and ways in which these theories can inform teaching practices. Science teaching practices have been studied from developmental and pedagogical content knowledge perspectives. This paper provides a review of seminal and recent literature on research advances in chemistry education, and the application of constructivist learning theories to teaching and learning. | en_US |
| dc.description.refereed | No | en_US |
| dc.identifier.citation | Bhola, S., Parchoma, G. "Comparative Perspectives on Chemistry Teaching and Learning in Higher Education" (2015). In Preciado Babb, P., Takeuchi, M., & Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 168-177. Calgary, Canada: Werklund School of Education, University of Calgary. | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/5299 | |
| dc.identifier.isbn | 978-0-88953-384-4 | |
| dc.identifier.uri | http://hdl.handle.net/1880/50871 | |
| dc.language | en | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Calgary | en_US |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en_US |
| dc.publisher.url | https://werklund.ucalgary.ca/ideas/ | en_US |
| dc.subject | Chemistry | en_US |
| dc.subject | Higher education | en_US |
| dc.subject | Constructivism | en_US |
| dc.title | Comparative Perspectives on Chemistry Teaching and Learning in Higher Education | en_US |
| dc.type | unknown |