Khan M Anwar H, Harrison Timothy G, Wajrak Magdalena, Grimshaw Michele, Schofield Kathy G, Trew Alison J, Johal Kulvinder, Morgan Jeannette, Shallcross Karen L, Sewry Joyce D, Davies-Coleman Michael T, Shallcross Dudley E
School of Chemistry, Cantock's Close, University of Bristol, Bristol BS8 1TS, United Kingdom.
School of Science, 270 Joondalup Drive, Edith Cowan University, Perth, WA 6027, Australia.
J Chem Educ. 2023 Oct 12;100(11):4279-4286. doi: 10.1021/acs.jchemed.3c00364. eCollection 2023 Nov 14.
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.
所有学习者都能为化学科学的发展做出贡献，无论是通过新颖的教学方式、他们的观点和背景，还是在化学教育及更广泛的化学科学领域的研究方面。通过四个案例研究，本文探讨了与不同群体的互动以及这如何改变了对教学和研究的看法。这些案例研究包括与视障成年人的合作、一个将澳大利亚原住民与学者聚集在一起以探索古老方式（传统科学）和新方式（现代方法）的项目、小学对科学教学的看法，以及南非一个连接大学和城镇社区的项目。这些案例研究不仅展示了这些不同群体为我们理解如何学习所带来的巨大价值，还为如何看待和解决化学问题带来了新的视角。
