Chemistry is often seen as a difficult subject to understand. This book focusses on the triangle model that Alex H. Johnstone developed in the early 1980s. Originally conceived in the context of making chemistry more accessible to a wider range of learners, the model has been applied in almost every area of education in chemistry at all stages of learning. In looking at why chemistry is difficult, there are two central questions. Firstly, does the problem relate to the nature of chemistry and, secondly, does it relate to the way humans gain understanding? Both were found to be important and the answers to the two question were found to be connected. The triangle model arose from sustained research into human learning. The central finding from research is the critical role of working memory and the model rationalises so much evidence from chemistry education research as well as the repeated experiences of teachers of chemistry at all levels. In order to understand chemistry, it is essential to develop sound mental models of molecular reality. It generates major implications for the way a chemistry curriculum should be constructed and the processes of teaching and learning in chemistry when the goal is focussed on understanding the key ideas. Some of these implications are developed and pointers offered to more successful ways forward. The power of the Johnstone Triangle lies in the way it offers clear directions for all involved in chemistry education. It is hoped that this book will prove helpful to all involved in sharing the exciting story of the way humans have come to understand the molecular world, one of the great examples of great human endeavour.

Chemistry is often seen as a difficult subject to understand. This book focusses on the triangle model that Alex H. Johnstone developed in the early 1980s. The model has been applied in almost every area of education in chemistry at all stages of learning.

The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.

Many studies have highlighted the importance of discourse in scientific understanding. Argumentation is a form of scientific discourse that plays a central role in the building of explanations, models and theories. Scientists use arguments to relate the evidence that they select from their investigations and to justify the claims that they make about their observations. The implication is that argumentation is a scientific habit of mind that needs to be appropriated by students and explicitly taught through suitable instruction. Edited by Sibel Erduran, an internationally recognised expert in chemistry education, this book brings together leading researchers to draw attention to research, policy and practice around the inclusion of argumentation in chemistry education. Split into three sections: Research on Argumentation in Chemistry Education, Resources and Strategies on Argumentation in Chemistry Education, and Argumentation in Context, this book blends practical resources and strategies with research-based evidence. The book contains state of the art research and offers educators a balanced perspective on the theory and practice of argumentation in chemistry education.

Chemistry seeks to provide qualitative and quantitative explanations for the observed behaviour of elements and their compounds. Doing so involves making use of three types of representation: the macro (the empirical properties of substances); the sub-micro (the natures of the entities giving rise to those properties); and the symbolic (the number of entities involved in any changes that take place). Although understanding this triplet relationship is a key aspect of chemical education, there is considerable evidence that students find great difficulty in achieving mastery of the ideas involved. In bringing together the work of leading chemistry educators who are researching the triplet relationship at the secondary and university levels, the book discusses the learning involved, the problems that students encounter, and successful approaches to teaching. Based on the reported research, the editors argue for a coherent model for understanding the triplet relationship in chemical education.

From the USA Today–bestselling authors of Stand Your Ground comes the explosive story of a liberal college under siege—and freedom under fire. Former Army Ranger Jake Rivers is not your typical Kelton College student. He is not spoiled, coddled, or ultra-lib like his classmates who sneer at the “soldier boy.” But regardless of his differences with the rest of the student body, he needs an education. And when terror strikes, the school needs Jake. Without warning, the sounds of gunfire plunge the campus into a battle zone. A violent gang of marauders invade the main hall, taking students hostage for ransom. As a veteran and patriot, Jake won’t give in to their demands. But to fight back, he needs to enlist his fellow classmates and school them in the not-so-liberal art of war. This time, the aggression isn’t “micro.” It’s life or death. And only the strong survive.

“Unnerving.” —People “Unsettling...unlocks its mysteries slowly.” —The New York Times Book Review “A dark, twisty, and richly atmospheric exploration of the power of imagination” —Ruth Ware, author of The Woman in Cabin 10 “Beautifully written and told with a watchmaker’s precision” (Stephen King), Mirrorland is a thrilling psychological suspense novel about twin sisters, the man they both love, the house that has always haunted them, and the childhood stories they can’t leave behind. Cat lives in Los Angeles, far from 36 Westeryk Road, the imposing gothic house in Edinburgh where she and her estranged twin sister, El, grew up. As kids, they invented Mirrorland, a dark, imaginary place under the pantry stairs, full of pirates, witches, and clowns. These days, Cat rarely thinks about their childhood home, or the fact that El now lives there with her husband, Ross. But when El mysteriously disappears after going out on her sailboat, Cat is forced to return to 36 Westeryk Road, which hasn’t changed in twenty years. The grand old house is still full of shadowy corners, and at every turn Cat finds herself stumbling on long-held secrets and terrifying ghosts from the past. Because someone—El?—has left Cat clues: a treasure hunt that leads them back to Mirrorland, where the truth lies waiting... A brilliantly crafted story that “feels like the love child of Gillian Flynn and Stephen King” (Greer Hendricks, #1 New York Times bestselling author), Mirrorland is a propulsive, page-turning debut about love, betrayal, revenge—and the price of freedom.

Keith Johnstone's involvement with the theatre began when George Devine and Tony Richardson, artistic directors of the Royal Court Theatre, commissioned a play from him. This was in 1956. A few years later he was himself Associate Artistic Director, working as a play-reader and director, in particular helping to run the Writers' Group. The improvisatory techniques and exercises evolved there to foster spontaneity and narrative skills were developed further in the actors' studio then in demonstrations to schools and colleges and ultimately in the founding of a company of performers, called The Theatre Machine. Divided into four sections, 'Status', 'Spontaneity', 'Narrative Skills', and 'Masks and Trance', arranged more or less in the order a group might approach them, the book sets out the specific techniques and exercises which Johnstone has himself found most useful and most stimulating. The result is both an ideas book and a fascinating exploration of the nature of spontaneous creativity.

Revised and expanded to reflect new developments in the field, this book outlines the basic principles required to understand the chemical processes of explosives. The Chemistry of Explosives provides an overview of the history of explosives, taking the reader to future developments. The text on the classification of explosive materials contains much data on the physical parameters of primary and secondary explosives. The explosive processes of deflagration and detonation, including the theory of ‘hotspots’ for the detonation process, are introduced and many examples are provided in the detailed description on the thermochemistry of explosives. New material includes coverage of the latest explosive compositions, such as high temperature explosives, nitrocubanes, energetic polymers, plasticizers and insensitive munitions (IM). This concise, readable book is ideal for students and new graduates with no previous knowledge of explosive materials. With detailed information on a vast range of explosives in tabular form and an extensive bibliography, this book will also be useful to anyone needing succinct information on the subject.

Impro for Storytellers is the follow-up to Keith Johnstone's classic Impro, one of the best-selling books ever published on improvisation. Impro for Storytellers aims to take jealous and self-obsessed beginners and teach them to play games with good nature and to fail gracefully.