Developing a new teaching approach for the chemical bonding concept aligned with current scientific and pedagogical knowledge

The traditional pedagogical approach for teaching chemical bonding is often overly simplistic and not aligned with the most up-to-date scientific models. As a result, high-school students around the world lack fundamental understanding of chemical bonding. In order to improve students' understanding of this concept, it was essential to propose a systemic treatment, namely, revising the scientific content, the pedagogical approach, and the assessment methods regarding this concept. Therefore, the main goal of this study was to build a conceptual framework that provides an advanced scientific and pedagogical foundation regarding the chemical bonding concept—one that will guide chemistry curriculum developers as well. A conceptual framework for a new teaching approach was constructed with lead-chemistry teachers, science (chemistry) educators, and research chemists. We suggest that chemical bonding should be taught based on elemental principles and by using the idea of a continuum of bond strengths. Our process includes the formulation of learning goals aligned with current scientific knowledge. Moreover, we suggest that constructing assessment tasks on carefully specified learning goals, which are described in terms of learning performances , may enable educators to foster and examine much deeper levels of students' understanding. © 2007 Wiley Periodicals, Inc. Sci Ed 91: 579–603, 2007Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/56057/1/20201_ftp.pd

Students' Models of Newton's Second Law in Mechanics and Electromagnetism

We investigated students' use of Newton's second law in mechanics and electromagnetism contexts by interviewing students in a two-semester calculus-based physics course. We observed that students' responses are consistent with three mental models. These models appeard in mechanics contexts and were transferred to electromagnetism contexts. We developed an inventory to help instructors identify these models and direct students towards the correct one.Comment: 15 pages, 3 figues and 4 table

Community empowerment as a strategy for health promotion for black and other minority populations.

THE HEALTH status of blacks, other minorities, and the poor remains unconscionably low when contrasted with that of white Americans. This disparity is not new but is an historical trend that can be seen across all categories of the leading causes of death and disease. In August 1985, the Report of the Secretary's Task Force on Black and Minority Health2 noted that minorities experienced approximately 60 000 "excess deaths" annually. Margaret Heckler, who was then the secretary of the US Department of Health and Human Services, emphasized that the disparity is "an affront both to our ideals and to the ongoing genius of American Medicine." The six major contributors to the disparity between black and white death rates are cancer, cardiovascular disease and stroke, diabetes, chemical dependency, homicide and accidents, and infant mortality. Since the 1985 report, blacks and Latinos, in particular, also have evidenced a disproportionately high rat