2005 Chemistry Education Research & Practice Gordon Conference

2005年化学教育研究

• 批准号: 0443790
• 负责人: Stacey Lowery Bretz
• 金额: $ 2万
• 依托单位: Gordon Research Conferences
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-10-01 至 2005-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0443790&HistoricalAwards=false
• 关键词: 2005; Chemistry; Education; Research; &amp

Chemistry (12)Approximately 120 chemists from academia and business, chemistry education researchers, cognitive psychologists, and other researchers in education will be attending the 9th Gordon Research Conference (GRC) on Chemistry Education Research and Practice (CERP). The goal of the GRC/CERP is to bring together researchers who carry out research both within and related to chemistry education, in order to benefit the learning and teaching of all students in chemistry courses in colleges and universities. The specific objectives of this conference are to (a) exchange the latest research findings and classroom results, (b) critique innovations in the methodological design of chemistry education research (CER) studies, and (c) debate a research agenda for CER that identifies the most critical of problems to be investigated in the next decade. NSF support ensures the continued attendance of scholars who might not otherwise be present at the conference. These include community college faculty, faculty from institutions that serve predominantly underrepresented or disadvantaged students, and young, first-time attendees such as post-doctoral researchers and graduate students in the field of CER (Chemical Education Research). The conference's success in achieving its goals depends upon active participation of these scholars.

大约120名来自学术界和商界的化学家、化学教育研究人员、认知心理学家和其他教育研究人员将参加第九届戈登化学教育研究与实践（CERP）研究会议。GRC/CERP的目标是将从事化学教育和相关研究的研究人员聚集在一起，以使所有学生在大学化学课程的学习和教学中受益。本次会议的具体目标是(a)交流最新的研究成果和课堂结果，(b)批评化学教育研究（CER）研究方法设计的创新，以及(c)讨论CER的研究议程，确定未来十年要研究的最关键问题。NSF的支持确保了可能无法出席会议的学者继续出席会议。这些人包括社区学院的教师，来自主要服务于弱势学生或弱势学生的机构的教师，以及年轻的，第一次参加会议的人，如博士后研究人员和CER（化学教育研究）领域的研究生。会议能否成功实现其目标取决于这些学者的积极参与。