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1、Bendit,Stretchit,Hammerit,Breakit:MaterialsChemistryAppliedAbstractMakingchemistrybothaccessibleandinterestingtomiddleandhighschoolstudentscanbedifficult.Convincingmiddleandhighschoolteachersthattheywilllearnsomethingnewandapplicablefromaprofessionaldevelopme
2、ntworkshopinchemistrycanbeequallychallenging.Thispaperdescribestheuseofmaterialscienceasameanstoenhanceinterestinbasicchemicalconcepts.Bymakinguseoffamiliarmaterials,itseekstorevealtheapplicabilityofchemistrytoeverydaylife.Metals,semiconductors,andpolymerswer
3、ethematerialsattheheartofthiscourseforsecondarylevelteachers.Propertiesofthesematerialswereinvestigatedinhands-onactivitiesandfirmlyconnectedtothebondingtypeandstructureineachmaterialthroughinteractivediscussion.Thecourseitselfwillbedescribed,andafewoftheacti
4、vitieswillbehigh-lighted.Teachers’responsestodailysurveysandfinalevaluationswillalsobediscussed,andfuturedirectionswillbeaddressed.IntroductionAsthestudyofmatter,itsproperties,anditsreactions,chemistryplaysanintegralroleineveryaspectofeverylife.However,chemis
5、trycanbeacomplexandabstractsubject,andstudentsoftenstrugglewithlearningit.Researchintomisconceptionsandproblemsolvinginchemistryilluminatesthisdifficulty(Bodner,1991;Kind,2004;Nakleh,1992).Thestrugglewithchemistryextendsbeyondthestudentstotheteachersofchemist
6、ry–teachinganabstract,complexsubject,andmakingitaccessible,relevantandapplicabletostudents,ischallenging(Gabel,1999).Theauthorsknowthisfromexperienceinteachingintroductorychemistrytocollegestudentsandhearthisanecdotallyfromcolleaguesteachinginmiddleandhighsch
7、ools.teachers’attitudestowardteachingchemistrycanbejustascriticaltostudentsuccessastheirknowledgeofthesubject.“Inalleducation,especiallyscience,theteacheristheenabler,theinspirationbutalsotheconstraint.…theirinstructionalbehaviorsareinfluencedbytheirattitudes
8、towardsscience,afactthatdoesnotgounnoticedbystudents”(Vaidya,1993,p.63).Also,themiddleandhighschoolyearsarecriticalonesforscienceeducation.Studieshaveshownthatasstudentsgetolder,theiratti
