The underlying assumption in chemistry education is that chemistry is real, distinct discipline, clearly differentiable from other sciences. Chemistry is the study of matter and its interactions with other matter and with energy, but the aspects which distinguish chemistry are: macroscopic observations and descriptions of properties and change; understanding in terms of atoms and molecules; abstract representations to describe and communicate chemical concepts; and occupational health and safety. These aspects are not unique to chemistry, but their combination make chemistry unique. Over the last three years, there have been major reviews of school science education through the formulation of the Australian National Curriculum and of undergraduate education through the Learning and Teaching Academic Standards Project. In both cases, individual RACI members and chemistry professionals, including school teachers, and RACI working party and workshop, have articulated the unique nature of chemistry and the need for chemistry education as a separate subject.
Field of Research
130212 Science, Technology and Engineering Curriculum and Pedagogy 130103 Higher Education 130106 Secondary Education
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO.
If you believe that your rights have been infringed by this repository, please contact email@example.com.
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact firstname.lastname@example.org.