000			nam a22 7a 4500
999			_c87545 _d87545
001			21305181
003			OSt
005			20240919163206.0
008			191116s2020 enk b 001 0 eng
010			_a 2019042846
020			_a9780815377672 _q(hardback)
020			_a9780815377740 _q(paperback)
020			_z9781351233866 _q(ebook)
040			_aLBSOR/DLC _beng _erda _cDLC
042			_apcc
043			_an-us---
050	0	0	_aQD47 _b.T33 2020
082	0	0	_a540.71
100	1		_aTaber, Keith, _eauthor.
245	1	0	_aFoundations for teaching chemistry : _bchemical knowledge for teaching / _cKeith S. Taber.
260			_aLondon : _bRoutledge, _c2020.
263			_a2003
300			_axiii;175p. _c7x9.5 _fBook
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction: The rationale for reading about 'chemical knowledge for teaching' -- The nature of chemistry as a science -- Reflecting the nature of chemistry in teaching -- The chemistry triplet -- The submicroscopic realm -- Concepts in chemistry -- The most fundamental chemical concept : substance -- Pure substances : elements and compounds -- The periodic table -- Energy in chemistry and chemical bonding -- Energy and chemical change -- Contextualising and integrating chemical knowledge.
520			_a"Chemistry is a subject that has the power to engage and enthuse students, but also to mystify and compound them. Effective chemistry teaching requires a strong foundation of subject knowledge and the ability to transform this into teachable content which is meaningful for students. Drawing on pedagogical principles and research into the difficulties that many students have when studying chemical concepts, this essential text presents the core ideas of chemistry to support new and trainee chemistry teachers, including non-specialists"--
650		0	_aChemistry _xStudy and teaching (Secondary) _zUnited States.
776	0	8	_iOnline version: _aTaber, Keith. _tFoundations for teaching chemistry. _dAbingdon, Oxon ; New York, NY : Routledge, 2020. _z9781351233866 _w(DLC) 2019042847
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cBK