Table of contents

Table of contents :
Content: Machine generated contents note: ch. 1 Introduction —
Issues Related to the Professional Development of Chemistry Teachers —
1.1.The Fields of Chemistry-Teaching Practices —
1.2.Approaches to Pre-service Education of Chemistry Teachers —
1.3.Consequences for Continuous Professional Development —
1.4.About This Book —
References —
ch. 2 Understanding the Cognitive and Affective Aspects of Chemistry Teachers’ Learning and Professional Development —
2.1.Teachers’ Professional Knowledge Base —
2.2.Understanding the Development of Teachers’ Knowledge Base —
2.3.Teachers’ Need for Lifelong and Intense Professional Learning —
2.4.Chemistry Teachers’ Professional Development in the Framework of Curriculum Innovation to Incorporate the History of Chemistry into Teaching —
2.4.1.The Starting Point —
2.4.2.Cognitive Aspects of the Historical Approach —
2.4.3.The Module: Science —
An Ever-developing Entity —
2.4.4.Professional Development Note continued: 2.4.5.Assessment of the Outcomes Incorporating Both Qualitative and Quantitative Methods —
2.5.Summary —
References —
ch. 3 Top-down Approaches for Chemistry Teachers’ In-service Professional Development —
From Basic to Advanced —
3.1.Information Resources for Chemistry Teachers —
3.1.1.Traditional Media —
3.1.2.Online Resources —
3.2.Face-to-face Approaches for Chemistry Teachers’ Professional Development —
3.2.1.Teacher Conferences —
3.2.2.Continuing Professional Development (CPD) Workshops for Teachers —
3.3.Challenges and Resources for Chemistry Teachers’ Professional Development —
A View from the USA —
3.4.Top-down, Long-term Approaches for Chemistry Teachers’ Professional Development —
Three Cases from Israel —
3.4.1.Preparing Biology and Agriculture Teachers to Become Chemistry Teachers —
A Case from the Upper Galilee in Israel Note continued: 3.4.2.Updating Chemistry Teachers’ CK and PCK on Current Issues of Chemistry in a Long-term CPD Program —
3.4.3.Giving Chemistry Teachers New Ways to Move Toward Inquiry Teaching —
The TEMI Project —
3.5.Summary —
References —
ch. 4 Cases of Bottom-up Professional Development for Chemistry Teachers —
4.1.Teachers’ Involvement in Curriculum Development and Implementation —
4.2.Chemistry Teachers as Curriculum Developers —
4.2.1.Critical Reading of Scientific Articles Published in Newspapers or Other Media and Original Scientific Articles —
4.2.2.Writing an Essay Focusing on Scientists and Their Discoveries, Entitled “The Person behind the Scientific Endeavor” —
4.3.Classroom Innovation by Teachers While Cooperating in In-service Workshops on Their Classroom Activities Within the PROFILES Project —
4.4.Teachers’ Professional Learning Communities (PLCs) —
4.5.Summary —
References Note continued: ch. 5 Action Research as a Philosophy for Chemistry Teachers’ Professional Development and Emancipation —
5.1.Every Teacher a Researcher —
5.2.Action Research in Chemistry Education for Teachers’ Professional Development —
5.3.Different Models of Action Research for Chemistry Teachers’ Professional Development —
5.4.Exemplifying Different Forms of Action Research in Chemistry Education —
5.4.1.A Professional Development Course Facilitating Teachers’ Application of Action Research in Israeli Chemistry Education —
5.4.2.A 20-Year Curriculum Development Project for German Chemistry Education Based on Participatory Action Research —
5.4.3.Comparing the Two Cases —
5.5.Summary —
References —
ch. 6 Teacher Professional Development for Society, Sustainability, and Relevant Chemistry Education —
6.1.The Roots of Society-oriented Secondary Chemistry Education —
6.2.Learning about Sustainable Development and Green Chemistry Note continued: 6.3.Traditional vs Alternative Fuels: An Example of Issues of Sustainable Development in the SSI Chemistry Classroom —
6.4.Teacher Professional Development for Teaching Sustainability in Chemistry Education —
6.5.Conclusions —
6.6.Summary —
References —
ch. 7 Professional Development of Chemistry Teachers to Teach Effectively in the Chemistry Laboratory —
7.1.The Chemistry Teacher’s Behavior in the Chemistry Laboratory —
7.2.Research-based Ideas Related to Learning in the Science Laboratory —
7.3.New Era —
New Goals: Learning in and from the Science Laboratory in the 21st Century —
7.3.1.Scientific Argumentation and Epistemologies —
7.3.2.Argumentation in the Science Laboratory —
7.4.Teaching in an Inquiry-type Laboratory —
7.4.1.The Inquiry Chemistry Laboratory Program in Israel —
7.4.2.The Chemistry Teacher’s Practice in the Inquiry Chemistry Laboratory —
7.4.3.Organizing the Work in the Laboratory Classroom Note continued: 7.5.Professional Development of Teachers to Teach in the Inquiry Chemistry Laboratory: An Evidence-based Approach —
7.5.1.Development of the CPD Model —
7.6.Summary —
References —
ch. 8 Continuous Professional Development of Chemistry Teachers to Incorporate Information and Communication Technology —
8.1.Scientific Literacy, Media Literacy, and ICT —
8.2.The “Traditional” Use of ICT in the Chemistry Classroom —
8.3.Developing the School Science Laboratory by the Use of ICT —
8.4.Current Challenges in the Use of ICT in Chemistry Education —
8.5.Implications for Chemistry Teacher Education and Professional Development —
8.6.Use of ICT for Professional Development of Chemistry Teachers —
8.7.Implications —
8.8.Summary —
References —
ch. 9 How to Educate Chemistry Teachers to Become Leaders —
9.1.Development of Leading Chemistry Teachers —
9.2.Models for the Development of Leadership among Chemistry Teachers: From Theory to Practice Note continued: 9.2.1.Content and Structure of the Chemistry Leadership Program —
9.3.Assessment of Teachers’ Changes Resulting from the Leadership Program —
9.4.The Content, Structure, and Activities of the Chemistry Teachers’ Leadership Development Program Conducted at the Weizmann Institute of Science in Israel —
9.5.Summary —
References —
ch. 10 The Professional Development of Chemistry Teachers —
A Summary —
10.1.A Summary and Outlook —
10.2.Final Remarks —
References.