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2025-04-17 15:24 本頁(yè)面
【正文】 ested that the observed changes in attitude may be connected to developmental changes in students and remended further research (Sorge, 2020). Another study suggested that older students’ inability to see themselves using science outside the classroom may be connected to their perception that science is about reading and lecture and not about performing activities (Barman, 1999). Moreover, students’ attitudes toward science can be “most significant” in determining whether or not they will continue with further science study or choose science as a career (Osborne, 2020, ). With these issues in mind, a 40hour professional development (PD) course was created for middle and high school teachers. The focus of this course was materials chemistry, an area rich in applicable content relevant to both teachers’ and students’ lives. In order for students to fully appreciate science and value learning it, science courses throughout K12 grades need to clearly show the relevance of science taught in the classroom to everyday life (Barman, 1999). To make chemistry accessible by showing how it relates to materials used in everyday life, we placed the chemistry of bonding into the context of the resulting material properties. In just the last century, our society has bee increasingly reliant on modern materials such as plastics, posites, and semiconductors, and all of these materials have extended the boundaries of our technological capabilities (Sass, 1998). The relevance of materials like these to students’ everyday life is obvious, and this allows us to make chemistry more interesting and accessible. The connection between bonding type and observable material properties gives teachers a way to update their own knowledge and teach a basic concept with renewed interest and more applicability. Figure 1 below illustrates the connection and flow of the concepts covered in this course. The materials themselves are the basis of this course these are the observables that the teachers (and students) can relate to and connect to in their everyday lives. The materials studied were all solids, and, consequently, the bonding in solids and the theoretical basis of that bonding (band theory) are necessary ponents to the course. Structure and bonding are intimately connected and also determine properties of solids. Thus, the concepts e full circle to answer the question, “How is the bonding in a material related to or responsible for the observable properties?” This course has been offered twice with a total of 26 teachers participating, and it is part of ongoi
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