Making chemistry relevant
By: Dutt, Sharmistha Basu.
Publisher: New Delhi John Wiley & Sons 2010Edition: 1st.Description: 289, 24.1*16 Pages | Binding - Paperback |.ISBN: 0-470-27898-7.Subject(s): PHARMACEUTICAL CHEMISTRYDDC classification: 541.078 Online resources: Click here to access online Summary: Stemming from a series of National Science Foundation grants and initiatives, this book presents a unique collection of strategies that are effective in chemistry classrooms. Featuring chapters from chemistry professors and research groups from a wide variety of research universities, the book discusses chemistry concepts including environmental chemistry (with discussion of global warming, smog, local air quality, and air pollution regulations), chemistry laboratory research, and forensics, among others. The coverage takes a cognitive constructivism approach, casting the teacher as a facilitator for students constructing solutions to problems, rather than a promoter rote memorization.Item type | Current location | Collection | Call number | Status | Date due | Barcode | Item holds |
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Text Books | School of Pharmacy Reference Section | Reference | 541.078 DUT (Browse shelf) | Not For Loan | B0779 |
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541 VIS/SHU Textbook of physical chemistry | 541 VIS/SHU Textbook of physical chemistry | 541 VIS/SHU Textbook of physical chemistry | 541.078 DUT Making chemistry relevant | 543 SWA/KRU Handbook of analytical validation | 543.17 COT Chemical application of group theory | 543.5 BAR Mass spectrometry |
Stemming from a series of National Science Foundation grants and initiatives, this book presents a unique collection of strategies that are effective in chemistry classrooms. Featuring chapters from chemistry professors and research groups from a wide variety of research universities, the book discusses chemistry concepts including environmental chemistry (with discussion of global warming, smog, local air quality, and air pollution regulations), chemistry laboratory research, and forensics, among others. The coverage takes a cognitive constructivism approach, casting the teacher as a facilitator for students constructing solutions to problems, rather than a promoter rote memorization.
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