Problem solving is central to the teaching and learning of chemistry at secondary, tertiary and post-tertiary levels of education, opening to students and professional chemists alike a whole new world for analysing data, looking for patterns and making deductions. As an important higher-order thinking skill, problem solving also constitutes a major research field in science education. Relevant education research is an ongoing process, with recent developments occurring not only in the area of quantitative/computational problems, but also in qualitative problem solving. The following situations are considered, some general, others with a focus on specific areas of chemistry: quantitative problems, qualitative reasoning, metacognition and resource activation, deconstructing the problem-solving process, an overview of the working memory hypothesis, reasoning with the electron-pushing formalism, scaffolding organic synthesis skills, spectroscopy for structural characterization in organic chemistry, enzyme kinetics, problem solving in the academic chemistry laboratory, chemistry problem-solving in context, team-based/active learning, technology for molecular representations, IR spectra simulation, and computational quantum chemistry tools. The book concludes with methodological and epistemological issues in problem solving research and other perspectives in problem solving in chemistry. With a foreword by George Bodner.

Problem solving is central to the teaching and learning of chemistry at secondary, tertiary and post-tertiary levels of education, opening to students and professional chemists alike a whole new world for analysing data, looking for patterns and making deductions. As an important higher-order thinking skill, problem solving also constitutes a major research field in science education. Relevant education research is an ongoing process, with recent developments occurring not only in the area of quantitative/computational problems, but also in qualitative problem solving. The following situations are considered, some general, others with a focus on specific areas of chemistry: quantitative problems, qualitative reasoning, metacognition and resource activation, deconstructing the problem-solving process, an overview of the working memory hypothesis, reasoning with the electron-pushing formalism, scaffolding organic synthesis skills, spectroscopy for structural characterization in organic chemistry, enzyme kinetics, problem solving in the academic chemistry laboratory, chemistry problem-solving in context, team-based/active learning, technology for molecular representations, IR spectra simulation, and computational quantum chemistry tools. The book concludes with methodological and epistemological issues in problem solving research and other perspectives in problem solving in chemistry. With a foreword by George Bodner.

Chemical education is essential to everybody because it deals with ideas that play major roles in personal, social, and economic decisions. This book is based on three principles: that all aspects of chemical education should be associated with research; that the development of opportunities for chemical education should be both a continuous process and be linked to research; and that the professional development of all those associated with chemical education should make extensive and diverse use of that research. It is intended for: pre-service and practising chemistry teachers and lecturers; chemistry teacher educators; chemical education researchers; the designers and managers of formal chemical curricula; informal chemical educators; authors of textbooks and curriculum support materials; practising chemists and chemical technologists. It addresses: the relation between chemistry and chemical education; curricula for chemical education; teaching and learning about chemical compounds and chemical change; the development of teachers; the development of chemical education as a field of enquiry. This is mainly done in respect of the full range of formal education contexts (schools, universities, vocational colleges) but also in respect of informal education contexts (books, science centres and museums).

Teaching Chemistry in Higher Education celebrates the contributions of Professor Tina Overton to the scholarship and practice of teaching and learning in chemistry education. Leading educators in United Kingdom, Ireland, and Australia—three countries where Tina has had enormous impact and influence—have contributed chapters on innovative approaches that are well-established in their own practice. Each chapter introduces the key education literature underpinning the approach being described. Rationales are discussed in the context of attributes and learning outcomes desirable in modern chemistry curricula. True to Tina’s personal philosophy, chapters offer pragmatic and useful guidance on the implementation of innovative teaching approaches, drawing from the authors’ experience of their own practice and evaluations of their implementation. Each chapter also offers key guidance points for implementation in readers’ own settings so as to maximise their adaptability. Chapters are supplemented with further reading and supplementary materials on the book’s website (overtonfestschrift.wordpress.com). Chapter topics include innovative approaches in facilitating group work, problem solving, context- and problem-based learning, embedding transferable skills, and laboratory education—all themes relating to the scholarly interests of Professor Tina Overton. About the Editors: Michael Seery is Professor of Chemistry Education at the University of Edinburgh, and is Editor of Chemistry Education Research and Practice. Claire Mc Donnell is Assistant Head of School of Chemical and Pharmaceutical Sciences at Technological University Dublin. Cover Art: Christopher Armstrong, University of Hull

Designed to supplement standard organic chemistry textbooks used in two-semester courses, Problems Book for Organic Chemistry is a practical and highly applicable study aid that increases students' problem-solving abilities and effectively prepares them for exams. The book challenges students to participate in a series of timed examinations, replicating the real conditions under which exams are generally given to effectively prepare students to problem-solve under pressure. After completing each exam, students are provided with detailed answers and encouraged to self-grade their work to better understand their individual mastery of the material. The concepts in each exam, as well as their order, mirror the progression of a standard two-semester organic chemistry course. Innovative in approach, Problems Book for Organic Chemistry is an ideal resource for students enrolled in organic chemistry courses.

Winner of the CHOICE Outstanding Academic Title 2017 Award This comprehensive collection of top-level contributions provides a thorough review of the vibrant field of chemistry education. Highly-experienced chemistry professors and education experts cover the latest developments in chemistry learning and teaching, as well as the pivotal role of chemistry for shaping a more sustainable future. Adopting a practice-oriented approach, the current challenges and opportunities posed by chemistry education are critically discussed, highlighting the pitfalls that can occur in teaching chemistry and how to circumvent them. The main topics discussed include best practices, project-based education, blended learning and the role of technology, including e-learning, and science visualization. Hands-on recommendations on how to optimally implement innovative strategies of teaching chemistry at university and high-school levels make this book an essential resource for anybody interested in either teaching or learning chemistry more effectively, from experience chemistry professors to secondary school teachers, from educators with no formal training in didactics to frustrated chemistry students.