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2001
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Research: Science and Education
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A Comparison of Secondary Chemistry Courses and Chemistry Teacher Preparation Programs in Iowa and Saint Petersburg, Russia
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Michael J. Sanger, Erik L. Brincks, and Amy J. Phelps
Department of Chemistry, University of Northern Iowa, Cedar Falls, IA 50614-0423
Maria S. Pak and Antony N. Lyovkin
Department of Chemical Methodology, Herzen State Pedagogical University of Russia, St. Petersburg 198215, Russia
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September 2001
Vol. 78 No. 9
p. 1275
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| Abstract |
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This paper, which is a result of the collaboration between the University of Northern Iowa (UNI) in Cedar Falls, Iowa, and Herzen State Pedagogical University of Russia in Saint Petersburg, compares the 7-12 chemistry courses in Iowa and Saint Petersburg and the chemistry teacher preparation programs at UNI and Herzen. Differences in the 7-12 chemistry courses include curriculum design (spiral versus layer cake), students' extracurricular activities, and access to technology in the classroom. Differences in the chemistry teacher preparation programs include the number of methods and chemistry content courses required, the number of chemistry teaching majors, the proportion of teaching majors enrolled in the different natural science programs, and the typical minors and endorsements received by these majors. Although we noted many differences in chemistry instruction between Iowa and Saint Petersburg, the secondary and college instructors still face many similar issues, which include overcoming student chemophobia, improving students' algorithmic and problem-solving skills, improving students' conceptual understanding at the particulate level, and dealing with shortages in qualified secondary science teachers.
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| More Information |
 Citation |
Sanger, Michael J.; Brincks, Erik L.; Phelps, Amy J.; Pak, Maria S.; Lyovkin, Antony N. J. Chem. Educ. 2001 78 1275.
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Keywords |
Curriculum; Introductory / High School Chemistry; Teaching/Learning Theory/Practice
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History |
Created:
Last Updated: |
August 14, 2001
April 14, 2005
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| Home > JCE Print > Journal of Chemical Education > Issues >
2001
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September
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1275
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