http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
1 online resource (xv, 170 pages) ; illustrations.
Creative thinking, be it that of the teacher or the student, has tended to be overlooked in science, but exercising it is important. This book shows how it can be done in chemistry, both in the context of creative chemistry teaching and in learning chemistry. Going beyond principles and ideology, readers will find practical strategies, tools, examples, and case studies in a variety of contexts to bring creative thinking theory into practice. Beginning with a discussion on the nature of creativity, the authors' debunk misconceptions and address the relationship between creativity and problem solving. Delving into opportunities for practising creative thinking in science, for instance, hypothesis generation and experiment design, the authors' then move on to discussions around assessing and evaluating creative thinking. Further areas covered include: multisensory chemistry, language and literacy, practical work and story-telling.
Cover -- Foreword -- Preface -- Contents -- Chapter 1 Creative Teaching and Creative Students -- 1.1 Creative Thinking -- 1.2 Being Creative in Chemistry -- 1.3 Creative Teaching in Chemistry -- 1.4 Students Thinking Creatively in Chemistry -- 1.5 Some Challenges -- References -- Chapter 2 Creative Thinking -- 2.1 Chemical Thinking -- 2.2 Divergent Thinking -- Activity 2.1 -- Divergent Thinking -- 2.3 Convergent Thinking -- 2.4 Associative Thinking -- Activity 2.2 -- Associative Thinking and Memory Skills -- Activity 2.3 -- Linking across the Curriculum -- 2.5 Lateral Thinking
Activity 3.1 -- Electrostatic Dominance -- 3.2.4 Atomic Structure -- Activity 3.2 -- Magnetic Modelling of the Atom -- 3.2.5 Bond Polarity -- Activity 3.3 -- Bond Polarity and Electronegativity -- Case Study 3.1 -- Creative Chemists -- 3.3 Olfactory Learning -- Key Questions -- 3.3.1 The Chemist's Spice Rack -- Activity 3.4 -- Creative Thinking about the Chemistry of Smell -- 3.3.2 Example 1 -- Turmeric -- 3.3.3 Example 2 -- Garlic -- 3.4 Gustatory Learning -- Case Study 3.2 -- Edible Experiments -- 3.5 Haptic Learning -- Case Study 3.3 -- Manual Signs in Chemistry Learning -- 3.6 Conclusion -- References
Activity 5.1 -- Focused Imagination -- 5.1.3 3-Dimensional Representations -- 5.1.4 Periodic Table of Element Scarcity -- Activity 5.2 -- Evaluating the Periodic Table -- 5.2 Multiple Representations -- Activity 5.3 -- Multiple Representations -- 5.3 Visual Literacy and Spatial Ability -- 5.4 Visualisations -- Activity 5.4 -- Molecular Models -- 5.5 Role Play Representations -- Activity 5.5 -- Role Play -- 5.6 Analogies and Metaphors -- Activity 5.6 -- Analogies in Chemistry -- 5.7 Conclusion -- References -- Chapter 6 Storytelling -- 6.1 Storytelling in Science Teaching -- 6.2 Unexpected Change
Case Study 2.1 -- Creative Chemists -- 2.6 Strategies to Promote Creative Thinking -- 2.6.1 SCAMPER -- Activity 2.4 -- SCAMPER -- 2.6.2 De Bono's Thinking Hats -- 2.7 Some Characteristics of the Creative Teacher -- 2.7.1 Creative Teaching -- Activity 2.5 -- Independent Investigations -- Activity 2.6 -- Curriculum Goal -- 2.8 Conclusion -- References -- Chapter 3 Multisensory Learning -- 3.1 Teaching with Creativity -- 3.2 Engaging All the Senses for Learning -- 3.2.1 Sensing the Sub-microscopic Level -- Key Questions -- 3.2.2 Electrostatic Interaction -- 3.2.3 Particulate Nature of Matter
Chapter 4 Cultural Chemistry -- Activity 4.1 -- Culturally Situated Chemistry -- 4.1 Experiential Learning -- Case Study 4.1 -- The Oriental Museum, Durham University -- Activity 4.2 -- Chemistry Excursions -- Case Study 4.2 -- Beamish Museum -- Activity 4.3 -- Comparing Coal and Natural Gas Combustion -- 4.2 Cultural Chemistry in the Classroom -- Case Study 4.3 -- Creative Chemists -- 4.3 Conclusion -- References -- Chapter 5 Constructing and Representing Understandings in Chemistry -- 5.1 Creative Thinking and the Periodic Table -- 5.1.1 Benfey's Spiral Snail -- 5.1.2 Chemical Galaxy
Simon Rees, Douglas Newton ; edited by Keith S. Taber.
Cambridge : Royal Society of Chemistry, 2020
Advances in chemistry education series ; 4