: A Case Study Approach (Journal Article) Khan, M. Anwar H. creator Harrison, Timothy G. | Wajrak, Magdalena | Grimshaw, Michele text Washington DC :American Chemical Society ,2023 monographic eng

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4279–4286p. Abstract: All learners have a contribution to make to the development of the Chemical Sciences, be that in novel ways to teach, and their perspectives and contexts, but also in research, both in chemical education and the wider Chemical Sciences. Through four case studies, this paper explores interactions with diverse groups and how this has altered perspectives on both teaching and research. The case studies include work with visually impaired adults, a project bringing together First Peoples in Australia with academics to explore old ways (traditional science) and new ways (modern approaches), primary (elementary) school perspectives on teaching science, and a project in South Africa to connect university and township communities. Not only do these case studies demonstrate the immense value these diverse groups bring to our understanding about how to learn, but they also bring new perspectives on how to view and solve chemical problems. ***______{For Hard Copy, Please visit Library.}________*** Elementary/Middle School | Science| High School First-Year Undergraduate | Second-Year Undergraduate| Upper-Division Undergraduate| Graduate Education| Curriculum/Outreach| Analogies/Transfer Inclusion 0021-9584 https://doi.org/10.1021/acs.jchemed.3c00364 https://doi.org/10.1021/acs.jchemed.3c00364 240530 20240530103343.0