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ERIC Number: EJ1221708
Record Type: Journal
Publication Date: 2019-Jul
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Adapting a Core-Idea Centered Undergraduate General Chemistry Curriculum for Use in High School
Stowe, Ryan L.; Herrington, Deborah G.; McKay, Robert L.; Cooper, Melanie M.
Journal of Chemical Education, v96 n7 p1318-1326 Jul 2019
Connecting the behavior of invisible (to the naked eye) particles governed by the principles of quantum mechanics to the world we can see and touch requires a host of inferences, almost none of which can be extrapolated from experience. Molecular-level sensemaking thus relies upon intellectual resources that must be developed in large part by formal learning environments. Over a decade of research at the college-level indicates that centering instruction around scaffolded progressions of core ideas can help students cultivate, organize, and use their disciplinary knowledge to explain and model a range of phenomena. Informed by this literature, we have adapted a core-idea centered, evidence-based undergraduate general chemistry curriculum for use in high school. Our adaptation process, which was a collaborative effort between researchers and classroom teachers, is described in detail with emphasis on alignment between the Next Generation Science Standards and our materials. Efforts reported here represent a first-in-class model for high school curriculum development wherein conceptual progressions developed and validated at the college level form the basis for high school coursework.
Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A