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Weinheim : Wiley-VCH, Verlag GmbH & Co. KGaA, [2015]

xxxvii, 754 stran : ilustrace (převážně barevné) ; 25 cm

ISBN 978-3-527-33605-0 (vázáno)

Obsahuje bibliografické odkazy a rejstřík

001460983

Preface // List of Contributors // Part I: Chemistry Education: A Global Endeavour 1 // 1 Chemistry Education and Human Activity 3 - Peter Mahaffy // 1.1 Overview 3 // 1.2 Chemistry Education and Human Activity 3 // 1.3 A Visual Metaphor: Tetrahedral Chemistry Education 4 // 1.4 Three Emphases on Human Activity in Chemistry Education 5 // 1.4.1 The Human Activity of Learning and Teaching Chemistry 6 // 1.4.2 The Human Activity of Carrying Out Chemistry 10 // 1.4.3 Chemistry Education in the Anthropocene Epoch 14 // 1.5 Teaching and Learning from Rich Contexts 18 // 1.5.1 Diving into an Ocean of Concepts Related to Acid-Base Chemistry 18 // 1.5.2 What Is Teaching and Learning from Rich Contexts? 20 // 1.5.3 Teaching and Learning from Rich Contexts - Evidence for Effectiveness 21 // 1.5.4 From “Chemical” to "Chemistry” Education - Barriers to Change 22 // Acknowledgments 23 References 24 // 2 Chemistry Education That Makes Connections: Our Responsibilities 27 - Cathy Middlecamp // 2.1 What This Chapter Is About 27 // 2.2 Story #1: Does This Plane Have Wings? 28 // 2.3 Story #2: Coaching Students to “See” the Invisible 30 // 2.4 Story #3: Designing Super-Learning Environments for Our Students 34 // 2.5 Story #4: Connections to Public Health (Matthew Fisher) 37 // 2.6 Story #5: Green Chemistry Connections (Richard Sheardy) 39 // 2.7 Story #6: Connections to Cardboard (Garon Smith) 41 // 2.8 Story #7: Wisdom from the Bike Trail 44 // 2.9 Conclusion: The Responsibility to “Connect the Dots” 46 References 48 // 3 The Connection between the Local Chemistry Curriculum and Chemistry Terms in the Global News: The Glocalization Perspective 51 - // Mei-Hung Chiu and Chin-Cheng Chou // 3.1 Introduction 51 // 3.2 Understanding Scientific Literacy 52 // 3.3 Introduction of Teaching Keywords-Based Recommendation System 55 // 3.4 Method 56 // 3.5 Results 57 // 3.5.1 Example 1: Global Warming 57 // 3.5.2 Example 2: Sustainability 57 //

3.5.3 Example 3: Energy 58 // 3.5.4 Example 4: Acid 59 // 3.5.5 Example 5: Atomic Structure 60 // 3.5.6 Example 6: Chemical Equilibrium 61 // 3.5.7 Example 7: Ethylene 62 // 3.5.8 Example 8: Melamine 63 // 3.5.9 Example 9: Nano 64 // 3.6 Concluding Remarks and Discussion 65 // 3.7 Implications for Chemistry Education 68 Acknowledgment 70 // References 70 // 4 Changing Perspectives on the Undergraduate Chemistry Curriculum 73 - Martin J. Goedhart // 4.1 The Traditional Undergraduate Curriculum 73 // 4.2 A Call for Innovation 74 // 4.2.1 Constructivism and Research on Student Learning 74 // 4.2.2 New Technologies 76 // 4.2.3 The Evolving Nature of Chemistry 77 // 4.2.4 Developments in Society and Universities 77 // 4.3 Implementation of New Teaching Methods 78 // 4.3.1 The Interactive Lecture 79 // 4.3.2 Problem- and Inquiry-Based Teaching 80 // 4.3.3 Research-Based Teaching 80 // 4.3.4 Competency-Based Teaching 81 // 4.4 A Competency-Based Undergraduate Curriculum 83 // 4.4.1 The Structure of the Curriculum 84 // 4.4.2 Competency Area of Analysis 86 // 4.4.3 Competency Area of Synthesis 88 // 4.4.4 Competency Area of Modeling 89 // 4.4.5 The Road to a Competency-Based Curriculum 90 // 4.5 Conclusions and Outlook 92 References 93 // 5 Empowering Chemistry Teachers’ Learning: Practices and New Challenges 99 - Jan H. van Driel and Onno deJong // 5.1 Introduction 99 // 5.2 Chemistry Teachers’ Professional Knowledge Base 102 // 5.2.1 The Knowledge Base for Teaching 102 // 5.2.2 Chemistry Teachers’Professional Knowledge 103 // 5.2.3 Development of Chemistry Teachers’ Professional Knowledge 105 // 5.3 Empowering Chemistry Teachers to Teach Challenging Issues 107 // 5.3.1 Empowering Chemistry Teachers for Context-Based Teaching 107 // 5.3.2 Empowering Chemistry Teachers to Teach about Models and Modeling 109 //

5.3.3 Empowering Chemistry Teachers to Use Computer-Based Technologies for Teaching 111 // 5.4 New Challenges and Opportunities to Empower Chemistry Teachers’ Learning 113 // 5.4.1 Becoming a Lifelong Research-Oriented Chemistry Teacher 113 // 5.4.2 Learning Communities as a Tool to Empower Chemistry Teachers’ Learning 114 // 5.5 Final Conclusions and Future Trends 116 References 118 // Contents // 6 Lifelong Learning: Approaches to Increasing the Understanding of Chemistry by Everybody 123 - John K. Gilbert and Ana Sofia Afonso // 6.1 The Permanent Significance of Chemistry 123 // 6.2 Providing Opportunities for the Lifelong Learning of Chemistry 123 // 6.2.1 Improving School-Level Formal Chemistry Education 123 // 6.2.2 Formal Lifelong Chemical Education 125 // 6.2.3 Informal Chemical Education 126 // 6.2.4 Emphases in the Provision of Lifelong Chemical Education 127 // 6.3 The Content and Presentation of Ideas for Lifelong Chemical Education 129 // 6.3.1 The Content of Lifelong Chemical Education 129 // 6.3.2 The Presentation of Chemistry to Diverse Populations 130 // 6.4 Pedagogy to Support Lifelong Learning 131 // 6.5 Criteria for the Selection of Media for Lifelong Chemical Education 133 // 6.6 Science Museums and Science Centers 133 // 6.6.1 Museums 133 // 6.6.2 Science Centers 134 // 6.7 Print Media: Newspapers and Magazines 134 // 6.8 Print Media: Popular Books 135 // 6.9 Printed Media: Cartoons, Comics, and Graphic Novels 136 // 6.9.1 Three Allied Genre 136 // 6.9.2 The Graphic Novel 137 // 6.9.3 The Educational Use of Graphic Novels in Science Education 138 // 6.9.4 Case Study: A Graphic Novel Concerned with Cancer Chemotherapy 140 // 6.10 Radio and Television 140 // 6.11 Digital Environments 141 // 6.12 Citizen Science 143 // 6.13 An Overview: Bringing About Better Opportunities for Lifelong Chemical Education 144 // References 146 //

Part II: Best Practices and Innovative Strategies 149 // 7 Using Chemistry Education Research to Inform Teaching Strategies and Design of Instructional Materials 151 - Renée Cole // 7.1 Introduction 151 // 7.2 Research into Student Learning 153 // 7.3 Connecting Research to Practice 154 // 7.3.1 Misconceptions 154 // 7.3.2 Student Response Systems 157 // IX // 7.3.3 Concept Inventories 158 // 7.3.4 Student Discourse and Argumentation 159 // 7.3.5 Problem Solving 161 // 7.3.6 Representations 161 // 7.3.7 Instruments 163 // 7.4 Research-Based Teaching Practice 165 // 7.4.1 Interactive Lecture Demonstrations 166 // 7.4.2 ANAPOGIL: Process-Oriented Guided Inquiry Learning in Analytical Chemistry 167 // 7.4.3 CLUE: Chemistry, Life, the Universe, and Everything 169 // 7.5 Implementation 171 // 7.6 Continuing the Cycle 172 References 174 // 8 Research on Problem Solving in Chemistry 181 - George M. Bodner // 8.1 Why Do Research on Problem Solving? 181 // 8.2 Results of Early Research on Problem Solving in General Chemistry 184 // 8.3 What About Organic Chemistry 186 // 8.4 The “Problem-Solving Mindset” 192 // 8.5 An Anarchistic Model of Problem Solving 193 // 8.6 Conclusion 199 References 200 // 9 Do Real Work, Not Homework 203 - Brian P Coppola // 9.1 Thinking About Real Work 203 // 9.1.1 Defining Real Work: Authentic Learning Experiences 203 // 9.1.2 Doing Real Work: Situated Learning 206 // 9.2 Attributes of Real Work 209 // 9.2.1 Balance Convergent and Divergent Tasks 209 // 9.2.2 Peer Presentations, Review, and Critique 218 // 9.2.3 Balance Teamwork and Individual Work 222 // 9.2.4 Students Use the Instructional Technologies 224 // 9.2.5 Use Authentic Texts and Evidence 228 // 9.2.6 As Important to the Class as the Teacher’s Work 232 // 9.3 Learning from Real Work 239 // 9.3.1 Evidence of Creativity through the Production of Divergent Explanations 240 //

9.3.2 Peer Review and Critique Reveal Conceptual Weaknesses 240 // 9.3.3 Team Learning Produces Consistent Gains in Student Achievement 241 // 9.3.4 Students Use Instructional Technologies 242 // 9.3.5 Using Authentic Materials Result in Disciplinary Identification and Socialization 243 // 9.3.6 Student-Generated Instructional Materials Promotes Metacognition and Self-Regulation 244 // 9.4 Conclusions 245 // Acknowledgments 247 References 247 // 10 Context-Based Teaching and Learning on School and University Level 259 - Ilka Parchmann, Karolina Broman, Maike Busker, and Julian Rudnik // 10.1 Introduction 259 // 10.2 Theoretical and Empirical Background for Context-Based Learning 260 // 10.3 Context-Based Learning in School: A Long Tradition with Still Long Ways to Go 261 // 10.4 Further Insights Needed: An On-Going Empirical Study on the Design and Effects of Learning from Context-Based Tasks 263 // 10.5 Context-Based Learning on University Level: Goals and Approaches 269 // 10.5.1 Design of Differentiated CBL-Tasks 271 // 10.5.2 Example 1 Physical and Chemical Equilibria of Carbon Dioxide - Important in Many Different Contexts 272 // 10.5.3 Example 2 Chemical Switches - Understanding Properties like Color and Magnetism 273 // 10.5.4 Feedback and Implications 275 // 10.6 Conclusions and Outlook 275 References 276 // 11 Active Learning Pedagogies for the Future of Global Chemistry Education 279 - Judith C. Poe // 11.1 Problem-Based Learning 280 // 11.1.1 History 281 // 11.1.2 The Process 281 // 11.1.3 Virtual Problem-Based Learning 283 // 11.1.4 The Problems 285 // 11.1.5 PBL - Must Content Be Sacrificed? 289 // 11.2 Service-Learning 290 // 11.2.1 The Projects 291 // 11.2.2 Benefits of Service-Learning 294 // 13.4.7 Research on Peer Instruction 336 // 13.4.8 Strategies for Avoiding Common Pitfalls of Flipping the Classroom with Peer Instruction 336 //

13.4.9 Flipping the Chemistry Classroom with Peer Instruction 338 // 13.5 Responding to Criticisms of the Flipped Classroom 339 // 13.6 Conclusion: The Future of Education 341 Acknowledgments 341 // References 341 // 14 Innovative Community-Engaged Learning Projects: From Chemical Reactions to Community Interactions 345 - Claire McDonnell // 14.1 The Vocabulary of Community-Engaged Learning Projects 345 // 14.1.1 Community-Based Learning 346 // 14.1.2 Community-Based Research 346 // 14.1.3 Developing a Shared Understanding of CBL and CBR 347 // 14.2 CBL and CBR in Chemistry 349 // 14.2.1 Chemistry CBL at Secondary School (High School) Level 352 // 14.2.2 Chemistry Projects Not Categorized as CBL or CBR 352 // 14.2.3 Guidelines and Resources for Getting Started 352 // 14.3 Benefits Associated with the Adoption of Community-Engaged Learning 353 // 14.3.1 How Do Learners Gain from CBL and CBR? 354 // 14.3.2 How Do HEIs and Schools Gain from CBL and CBR? 356 // 14.3.3 How Do Communities Gain from CBL and CBR? 359 // 14.4 Barriers and Potential Issues When Implementing Community-Engaged Learning 360 // 14.4.1 Clarity of Purpose 360 // 14.4.2 Regulatory and Ethical Issues 360 // 14.4.3 Developing Authentic Community Partnerships 361 // 14.4.4 Sustainability 362 // 14.4.5 Institutional Commitment and Support 363 // 14.4.6 An Authentic Learning Environment 363 // 14.4.7 Reflection 363 // 14.5 Current and Future Trends 364 // 14.5.1 Geographic Spread 364 // 14.5.2 Economic Uncertainty 364 // 14.5.3 The Scholarship of Community-Engaged Learning 365 // 14.5.4 Online Learning 365 // 14.5.5 Developments in Chemistry Community-Engaged Learning 366 // 14.6 Conclusion 366 // References 367 // 15 The Role of Conceptual Integration in Understanding and Learning Chemistry 375 - Keith S. Taber // 15.1 Concepts, Coherence, and Conceptual Integration 375 // 15.1.1 The Nature of Concepts 375 //

15.1.2 Concepts and Systems of Public Knowledge 377 // 15.1.3 Conceptual Integration 378 // 15.2 Conceptual Integration and Coherence in Science 381 // 15.2.1 Multiple Models in Chemistry 383 // 15.3 Conceptual Integration in Learning 385 // 15.3.1 The Drive for Coherence 386 // 15.3.2 Compartmentalization of Learning 387 // 15.3.3 When Conceptual Integration Impedes Learning 388 // 15.3.4 Conceptual Integration and Expertise 389 // 15.4 Conclusions and Implications 390 // 15.4.1 Implications for Teaching 390 // 15.4.2 Directions for the Research Programme 391 References 392 // 16 Learners Ideas, Misconceptions, and Challenge 395 - Hans-Dieter Barke // 16.1 Preconcepts and School-Made Misconceptions 395 // 16.2 Preconcepts of Children and Challenge 396 // 16.3 School-Made Misconceptions and Challenge 396 // 16.3.1 Ions as Smallest Particles in Salt Crystals and Solutions 397 // 16.3.2 Chemical Equilibrium 401 // 16.3.3 Acid-Base Reactions and Proton Transfer 405 // 16.3.4 Redox Reactions and Electron Transfer 411 // 16.4 Best Practice to Challenge Misconceptions 415 // 16.4.1 Misconceptions 416 // 16.4.2 Integrating Misconceptions into Instruction 417 // 16.5 Conclusion 419 References 419 // 17 The Role of Language in the Teaching and Learning of Chemistry 421 - Peter E. Childs, Silvija Markic, and Marie C. Ryan // 17.1 Introduction 421 // 17.2 The History and Development of Chemical Language 423 // 17.2.1 Chemical Symbols: From Alchemy to Chemistry, from Dalton to Berzelius 423 // 17.2.2 A Systematic Nomenclature 425 // 17.3 The Role of Language in Science Education 428 // 17.4 Problems with Language in the Teaching and Learning of Chemistry 430 // 17.4.1 Technical Words and Terms 432 // 17.4.2 Nontechnical Words 433 // 17.4.3 Logical Connectives 434 // 17.4.4 Command Words 435 // 17.4.5 Argumentation and Discourse 436 // 17.4.6 Readability of Texts 436 //

17.5 Language Issues in Dealing with Diversity 437 // 17.5.1 Second Language Learners 437 // 17.5.2 Some Strategies for Improving Language Skills of SLLs 440 // 17.5.3 Special-Needs Students 440 // 17.6 Summary and Conclusions 441 // References 442 // Further Reading 445 // 18 Using the Cognitive Conflict Strategy with Classroom Chemistry Demonstrations 447 - Robert (Bob) Bucat // 18.1 Introduction 447 // 18.2 What Is the Cognitive Conflict Teaching Strategy? 448 // 18.3 Some Examples of Situations with Potential to Induce Cognitive Conflict 449 // 18.4 Origins of the Cognitive Conflict Teaching Strategy 451 // 18.5 Some Issues Arising from A Priori Consideration 453 // 18.6 A Particular Research Study 455 // 18.7 The Logic Processes of Cognitive Conflict Recognition and Resolution 459 // 18.8 Selected Messages from the Research Literature 461 // 18.9 A Personal Anecdote 465 // 18.10 Conclusion 466 References 467 // 19 Chemistry Education for Gifted Learners 469 - Manabu Sumida and Atsushi Ohashi // 19.1 The Gap between Students’ Images of Chemistry and Research Trends in Chemistry 469 // 19.2 The Nobel Prize in Chemistry from 1901 to 2012: The Distribution and Movement of Intelligence 470 // 19.3 Identification of Gifted Students in Chemistry 472 // 19.3.1 Domain-Specificity of Giftedness 472 // 19.3.2 Natural Selection Model of Gifted Students in Science 474 // 19.4 Curriculum Development and Implementation of Chemistry Education for the Gifted 477 // 19.4.1 Acceleration and Enrichment 477 // 19.4.2 Higher Order Thinking and the Worldview of Chemistry 478 // 19.4.3 Promoting Creativity and Innovation 479 // 19.4.4 Studying Beyond the Classrooms 480 // 19.4.5 Can the Special Science Program Meet the Needs of Gifted Students? 482 // 19.5 Conclusions 484 // References 486 // 20 Experimental Experience Through Project-Based Learning 489 - Jens Josephsen and Soren Hvidt //

20.1 Teaching Experimental Experience 489 // 20.1.1 Practical Work in Chemistry Education 489 // 20.1.2 Why Practical Work in Chemistry Education? 490 // 20.1.3 Practical Work in the Laboratory 491 // 20.2 Instruction Styles 492 // 20.2.1 Different Goals and Instruction Styles for Practical Work 492 // 20.2.2 Emphasis on Inquiry 493 // 20.3 Developments in Teaching 494 // 20.3.1 Developments at the Upper Secondary Level 494 // 20.3.2 Trials and Changes at the Tertiary Level 495 // 20.3.3 Lessons Learned 497 // 20.4 New Insight and Implementation 498 // 20.4.1 Curriculum Reform and Experimental Experience 498 // 20.4.2 Analysis of Second Semester Project Reports 502 // 20.5 The Chemistry Point of View Revisited 511 // 20.6 Project-Based Learning 512 References 514 // 21 The Development of High-Order Learning Skills in High School Chemistry Laboratory: "Skills for Life" 517 - Avi Hofstein // 21.1 Introduction: The Chemistry Laboratory in High School Setting 517 // 21.2 The Development of High-Order Learning Skills in the Chemistry Laboratory 519 // 21.2.1 Introduction 519 // 21.2.2 What Are High-Order Learning Skills? 520 // 21.3 From Theory to Practice: How Are Chemistry Laboratories Used? 522 // 21.4 Emerging High-Order Learning Skills in the Chemistry Laboratory 523 // 21.4.1 First Theme: Developing Metacognitive Skills 523 // 21.4.2 Second Theme: Scientific (Chemical) Argumentation 527 // 21.4.3 Asking Questions in the Chemistry Laboratory 531 // 21.5 Summary, Conclusions, and Recommendations 532 References 535 // 22 Chemistry Education Through Microscale Experiments 539 - Beverly Bell, John D. Bradley, and Erica Steenberg // 22.1 Experimentation at the Heart of Chemistry and Chemistry Education 539 // 22.2 Aims of Practical Work 540 // 22.3 Achieving the Aims 540 // 22.4 Microscale Chemistry Practical Work - “The Trend from Macro Is Now Established” 541 //

22.5 Case Study I: Does Scale Matter? Study of a First-Year University Laboratory Class 542 // 22.6 Case Study II: Can Microscale Experimentation Be Used Successfully by All? 543 // 22.7 Case Study III: Can Quantitative Practical Skills Be Learned with Microscale Equipment? 544 // 22.7.1 Volumetric Analysis - Microtitration 544 // 22.7.2 Gravimetric Measurements 546 // 22.7.3 The Role of Sensors, Probes, and the Digital Multimeter in Quantitative Microscale Chemistry 548 // 22.8 Case Study IV: Can Microscale Experimentation Help Learning the Scientific Approach? 554 // 22.9 Case Study V: Can Microscale Experimentation Help to Achieve the Aims of Practical Work for All? 555 // 22.9.1 The UNESCO-IUPAC/CCE Global Microscience Program and Access to Science Education for All 555 // 22.9.2 The Global Water Experiment of the 2011 International Year of Chemistry - Learning from the Experience 556 22.10 Conclusions 559 // References 559 // Part III: The Role of New Technologies 563 // 23 Twenty-First Century Skills: Using the Web in Chemistry Education 565 - Jan Apotheker and Ingeborg Veldman // 23.1 Introduction 565 // 23.2 How Can These New Developments Be Used in Education? 567 // 23.3 MOOCs (Massive Open Online Courses) 572 // 23.4 Learning Platforms 574 // 23.5 Online Texts versus Hard Copy Texts 575 // 23.6 Learning Platforms/Virtual Learning Environment 577 // 23.7 The Use of Augmented Reality in (In)Formal Learning 579 // 23.8 The Development of Mighty/MachtIg 580 // 23.9 The Evolution of MIGHTS 580 // 23.10 Game Play 581 // 23.11 Added Reality and Level of Immersion 582 // 23.12 Other Developments 586 // 23.13 Molecular City in the Classroom 587 // 23.14 Conclusion 593 References 593 // 24 Design of Dynamic Visualizations to Enhance Conceptual Understanding in Chemistry Courses 595 - Jerry P. Suits // 24.1 Introduction 595 // 24.1.1 Design of Quality Visualizations 595 //

24.1.2 Mental Models and Conceptual Understanding 596 // 24.2 Advances in Visualization Technology 598 // 24.3 Dynamic Visualizations and Student’s Mental Model 603 // 24.4 Simple or Realistic Molecular Animations? 607 // 24.5 Continuous or Segmented Animations? 608 // 24.6 Individual Differences and Visualizations 609 // 24.6.1 Self-Explanations and Spatial Ability 609 // 24.6.2 Individual Differences and Visualization Studies 610 // 24.7 Simulations: Interactive, Dynamic Visualizations 611 // 24.7.1 Pedagogic Simulations 611 // 24.7.2 An Organic Pre-Lab Simulation 613 // 24.8 Conclusions and Implications 615 Acknowledgments 616 References 616 // 25 Chemistry Apps on Smartphones and Tablets 621 - Ling Huang // 25.1 Introduction 621 // 25.2 Operating Systems and Hardware 625 // 25.3 Chemistry Apps in Teaching and Learning 626 // 25.3.1 Molecular Viewers and Modeling Apps 626 // 25.3.2 Molecular Drawing Apps 629 // 25.3.3 Periodic Table Apps 631 // 25.3.4 Literature Research Apps 633 // 25.3.5 Lab Utility Apps 634 // 25.3.6 Apps for Teaching and Demonstration 641 // 25.3.7 Gaming Apps 642 // 25.3.8 Chemistry Courses Apps 644 // 25.3.9 Test-Prep Apps 644 // 25.3.10 Apps are Constantly Changing 645 // 25.4 Challenges and Opportunities in Chemistry Apps for Chemistry Education 646 // 25.5 Conclusions and Future Perspective 647 References 649 // 26 E-Learning and Blended Learning in Chemistry Education 651 - Michael K. Seery and Christine O’Connor // 26.1 Introduction 651 // 26.2 Building a Blended Learning Curriculum 652 // 26.3 Cognitive Load Theory in Instructional Design 654 // 26.4 Examples from Practice 655 // 26.4.1 Podcasts and Screencasts 656 // 26.4.2 Preparing for Lectures and Laboratory Classes 657 // 26.4.3 Online Quizzes 659 // 26.4.4 Worked Examples 661 // 26.4.5 Clickers 662 // 26.4.6 Online Communities 663 // 26.5 Conclusion: Integrating Technology Enhanced Learning into the Curricullum 665 // References 666 //

27 Wiki Technologies and Communities: New Approaches to Assessing Individual and Collaborative Learning in the Chemistry Laboratory 671 - Gwendolyn Lawrie and Lisbeth Grondahl // 27.1 Introduction 671 // 27.2 Shifting Assessment Practices in Chemistry Laboratory Learning 672 // 27.3 Theoretical and Learning Design Perspectives Related to Technology-Enhanced Learning Environments 675 // 27.4 Wiki Learning Environments as an Assessment Platform for Students’ Communication of Their Inquiry Laboratory Outcomes 678 // 27.4.1. Co-Construction of Shared Understanding of Experimental Observations 679 // 27.4.2 Enhancing the Role of Tutors in the Wiki Laboratory Community 679 // 27.5 Practical Examples of the Application of Wikis to Enhance Laboratory Learning Outcomes 681 // 27.5.1 Supporting Collaborative Discussion of Experimental Data by Large Groups of Students during a Second-Level Organic Chemistry Inquiry Experiment 681 // 27.5.2 Virtual Laboratory Notebook Wiki Enhancing Laboratory Learning Outcomes from a Collaborative Research-Style Experiment in a Third-Level Nanoscience Course 682 // 27.5.3 Scaffolding Collaborative Laboratory Report Writing through a Wiki 682 // 27.6 Emerging Uses of Wikis in Lab Learning Based on Web 2.0 Analytics and Their Potential to Enhance Lab Learning 684 // 27.6.1 Evaluating Student Participation and Contribution as Insight into Engagement 684 // 27.6.2 Categorizing the Level of Individual Student Understanding 686 // 27.7 Conclusion 688 References 689 // 28 New Tools and Challenges for Chemical Education: Mobile Learning, Augmented Reality, and Distributed Cognition in the Dawn of the Social and Semantic Web 693 - Harry E. Pence, Antony J. Williams, and Robert E. Belford // 28.1 Introduction 693 // 28.2 The Semantic Web and the Social Semantic Web 694 // 28.3 Mobile Devices in Chemical Education 702 // 28.4 Smartphone Applications for Chemistry 706 //

28.5 Teaching Chemistry in a Virtual and Augmented Space 708 // 28.6 The Role of the Social Web 717 // 28.7 Distributed Cognition, Cognitive Artifacts, and the Second Digital // Divide 721 // 28.8 The Future of Chemical Education 726 References 729 // Index 735 //