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CHEMISTRY
:
THE BIG IDEAS
Prof Peter W. Atkins
SmithKline Beecham Fellow & Professor
Lincoln College, University of Oxford, U.K. |
Prof.
Atkins will attempt to identify what he regards as the central ideas of
chemistry, the ideas that students should take away with them even if they
are not intending to be professional chemists (or even scientists). He will
explore how complex ideas can be expressed simply and pictorially, and then
discuss ways to make them quantitative. |
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KNOWLEDGE
CREATION THROUGH PROJECT WORK
Prof Andy T.S. Hor
Head, Department of Chemistry
National University of Singapore |
Experiments
with predictable outcome are part of, but not the end of, the learning process.
Venturing into the unknown marks the excitement of learning.Prof. Hor will
discuss the merits of project work through high school and university, the
process of project identification and supervision, and how students grow
through project work. |
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THE
COMPLEXITY OF ‘KNOWING’ CHEMISTRY - A MULTIDIMENSIONAL DISCIPLINE
Prof Robert B. Bucat
School of Biomedical & Chemical Sciences
The University of Western Australia |
To
appreciate what it means to ‘know’ about a chemistry topic, e.g.
chemical equilibrium, some dimensions to enrich one’s understanding
are identified. The implications for the teaching and learning of chemistry
include a reconsideration of the nature of curriculum statements, and a
rejection of the notion that learning chemistry is a pre-definable linear
process. |
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LEARNING
CHEMISTRY
IN THE INFOTECH AGE
Prof Richard M.W. Wong
Department of Chemistry
National University of Singapore |
Modern
chemistry is technology-based, web-formatted, inquiry-rich and provides
high-level learning and teaching materials. Prof. Wong will discuss the
use of the computer to reconceptualize the learning environment in a highly
interactive and inquiry-based design model. |
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MULTIPLE
INTELLIGENCES
AND CHEMISTRY LEARNING
Prof Boo Hong Kwen
National Institute of Education
Nanyang Technological University, Singapore |
Gardner’s
Multiple Intelligences Theory (MIT) assumes that each intelligence can be
cultivated, and all students have available, for stimulation, the entire
array of human intelligences. The issues, implications and applications
of the MIT in the context of chemistry teaching and learning will be discussed. |
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LEARNING
CHEMISTRY
THROUGH COMPUTER-BASED DESIGN AND CONSTRUCTION
Prof Loretta L. Jones
Department of Chemistry and Biochemistry
University of Northern Colorado, U.S.A |
The
mental processes involved in thinking through the design of an experiment
or a molecule, aided by computers, can be powerful learning experiences
for students at all levels. Prof Jones will discuss the role of four types
of computer-based design activities in introductory chemistry. |
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THE
RELEVANCE
OF CHEMISTRY TO
MODERN LIFE SCIENCES
Prof Barry Halliwell
Head, Department of Biochemistry
National University of Singapore |
Modern
life sciences which cover the relatively new disciplines of molecular, structural
and cell biology, proteomics, bioinformatics and computational biology,
have traditional roots in chemistry. Examples on the importance of chemistry
to understand life processes will be discussed in the author’s fields
of molecular toxicology,
neurodegenerative diseases and molecular nutrition. |
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CHEMISTRY
EXPERIMENTS – MICROSCALE AND GREEN
Prof John D. Bradley
RADMASTE Centre
University of the Witwatersrand, Johannesburg, South Africa. |
Practical
chemistry experiences are an essential component of chemistry education.
In making them available to large numbers of students, UNESCO and IUPAC
have promoted microscale syntheses and adoption of low cost instrumentation.
These measures help to minimize environmental impact. |
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THE
EVOLVING NATURE
OF CHEMICAL EDUCATION:
CURRENT AND FUTURE POTENTIAL
Prof J. J. Lagowski
Department of Chemistry and Biochemistry
The University of Texas at Austin, U.S.A. |
Chemistry
is a central science. Understanding it has become necessary for citizens.
The role of the laboratory in learning chemistry must be (re)defined. Educational
psychologists and cognitive scientists have important things to tell about
teaching chemistry. Digital technology is effective in helping students
learn and teachers teach. |
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