Thinking and Learning in Nested Systems: The Classroom Level

• Vicente Talanquer ^[1] ; Renee Cole ^[2] ; Gregory T. Rushton ^[3]
  1. [1] University of Arizona

     University of Arizona

     Estados Unidos

     
  2. [2] University of Iowa

     University of Iowa

     City of Iowa City, Estados Unidos

     
  3. [3] Middle Tennessee State University

     Middle Tennessee State University

     Estados Unidos

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 2, 2024, págs. 295-306
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Teaching and learning in college chemistry classrooms is affected by a variety of structural and psychosocial factors that influence classroom dynamics. In this second part of a two-part perspective [Talanquer et al. J. Chem. Educ. 10.1021/acs.jchemed.3c00838], we review and discuss the results from research that has helped us understand the complex social and knowledge dynamics that emerge in interactive learning environments. We use this analysis to make explicit major insights about curriculum, instruction, assessment, teachers, and students gained in the past 25 years and to summarize their implications for chemistry education.