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Eilks, Ingo; Gulacar, Ozcan – Journal of Chemical Education, 2016
One of the topics that chemistry teachers have a great challenge introducing is chemical equilibrium. When being introduced to chemical equilibrium, many students have difficulties in understanding that some reactions do not go to completion, as this contrasts most of their supposed prior experiences in chemistry lessons. Students may also…
Descriptors: Undergraduate Students, Science Education, Chemistry, Demonstrations (Educational)
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Gulacar, Ozcan; Eilks, Ingo; Bowman, Charles R. – Journal of Chemical Education, 2014
This paper reports a comparison of a group of higher-and lower-achieving undergraduate chemistry students, 17 in total, as separated on their ability in stoichiometry. This exploratory study of 17 students investigated parallels and differences in the students' general and domain-specific cognitive abilities. Performance, strategies, and mistakes…
Descriptors: Science Instruction, College Science, Undergraduate Students, Chemistry
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Burmeister, Mareike; Eilks, Ingo – Science Education International, 2013
Sustainable development is a central concern of today's politics across the world. Different political agendas have been developed to promote sustainability and make it a political goal worldwide. As stated in Agenda 21, the political debate seems to agree that education has to play a key role in achieving sustainability. But practices focusing on…
Descriptors: Sustainable Development, Sustainability, Chemistry, Science Instruction
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Markic, Silvija; Eilks, Ingo – International Journal of Science Education, 2012
The study presented in this paper integrates data from four combined research studies, which are both qualitative and quantitative in nature. The studies describe freshman science student teachers' beliefs about teaching and learning. These freshmen intend to become teachers in Germany in one of four science teaching domains (secondary biology,…
Descriptors: Physics, Chemistry, Teaching Methods, Biology
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Burmeister, Mareike; Rauch, Franz; Eilks, Ingo – Chemistry Education Research and Practice, 2012
The years between 2005 and 2014 have been declared as a worldwide Decade of Education for Sustainable Development (DESD) by the United Nations. DESD's intended purpose is to promote and more thoroughly focus education as a crucial tool preparing young people to be responsible future citizens, so that our future generations can shape society in a…
Descriptors: Chemistry, Sustainable Development, Models, Teaching Methods
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Burmeister, Mareike; Eilks, Ingo – Chemistry Education Research and Practice, 2012
This paper describes the development and evaluation of a secondary school lesson plan for chemistry education on the topic Education for Sustainable Development (ESD). The lessons focus both on the chemistry of plastics and on learning about the societal evaluation of competing, chemistry-based industrial products. A specific teaching method was…
Descriptors: Feedback (Response), Plastics, Action Research, Chemistry
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Feierabend, Timo; Jokmin, Sebastian; Eilks, Ingo – Chemistry Education Research and Practice, 2011
This paper presents a case study from research-oriented learning in chemistry teacher education. The study evaluates the views of twenty experienced German chemistry teachers about the teaching of climate change in chemistry education. Data was collected using semi-structured interviews about the teachers' experiences and their views about…
Descriptors: Student Teachers, Chemistry, Interviews, Climate
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Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo – European Journal of Teacher Education, 2011
This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…
Descriptors: Student Teachers, Chemistry, Foreign Countries, Pedagogical Content Knowledge
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Eilks, Ingo; Markic, Silvija – EURASIA Journal of Mathematics, Science & Technology Education, 2011
This paper describes the potential of long-term co-operation between science educators and science teachers concerning the teachers' continuous professional development, based on Participatory Action Research in science education. The discussion is based on a six-year case study observing a group of about ten German chemistry teachers by chemistry…
Descriptors: Action Research, Chemistry, Science Teachers, Professional Development
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Al-Amoush, Siham A.; Markic, Silvija; Abu-Hola, Imfadi; Eilks, Ingo – Science Education International, 2011
This paper presents an exploratory study of Jordanian chemistry student teachers' and experienced teachers' beliefs about teaching and learning. Different instruments were used, focusing on different aspects of teaching and learning. The first instrument is based on teachers' and students' drawings of teaching situations. It includes open…
Descriptors: Student Teachers, Chemistry, Educational Change, Foreign Countries
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Eilks, Ingo; Byers, Bill – Chemistry Education Research and Practice, 2010
This paper summarizes the work and conclusions of a working group established by the European Chemistry Thematic Network (ECTN). The aim of the working group was to identify potential areas for innovative approaches to the teaching and learning of chemistry in Higher Education, and to survey good practice throughout the EU. The paper starts by…
Descriptors: Higher Education, Instructional Innovation, Science Instruction, Chemistry
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Bindernagel, Janina A.; Eilks, Ingo – Chemistry Education Research and Practice, 2009
This paper describes a study on research-oriented chemistry teacher education, in which fifty-six advanced, secondary school chemistry student teachers working in teams of two interviewed twenty-eight experienced chemistry teachers. The interviews focussed on teachers' personal viewpoints of how to best teach the different levels of…
Descriptors: Chemistry, Pedagogical Content Knowledge, Teaching Methods, Knowledge Base for Teaching