Introductory Chemistry: An Active Learning Approach (with ChemistryNOW™ Printed Access Card) (Available Titles CengageNOW) - Softcover

Cracolice, Mark S.; Peters, Edward I.

Softcover

ISBN 10: 0495013323 ISBN 13: 9780495013327

Publisher: Brooks Cole, 2006

Synopsis

The new Third Edition of INTRODUCTORY CHEMISTRY: AN ACTIVE LEARNING APPROACH gives you the tools you need to teach the course your way. As the book's "Active Learning Approach" subtitle suggests, the authors provide a question-and-answer presentation that allows students to actively learn chemistry while studying an assignment. This approach is reflected in three words of advice and encouragement that are repeated throughout the book: Learn It Now! When students encounter the Learn It Now! icon, an example leads them through a series of steps where they "listen" to the authors guide them step by step to the solution. As they solve the problem, they actively write each step, covering the answer with the shield provided in the book. This feature turns the common passive "read the author's solution" approach to examples into an active "work the problem while guided by the authors" methodology. As with previous editions, this text allows professors to tailor the order of chapters to accommodate their particular needs through two flexible formats--a standard paperbound edition and loose-leaf edition. This flexibility is achieved not only by carefully writing each topic so it never assumes prior knowledge, but also by including any and all necessary preview or review information needed to learn that topic. The new Third Edition has been streamlined and now integrates new features such as helpful technological resources, coached problems, and enhanced art and photography, all of which dovetail with the text's active learning approach.

About this title

About the Author

Mark S. Cracolice is a professor in the Department of Chemistry and Biochemistry at the University of Montana, where he teaches freshman-level chemistry courses, as well as graduate-level courses in teaching chemistry, theories of learning, and chemical education research. He directs a research group that seeks answers to questions about how students learn, and is involved in conducting professional development workshops for high school, college, and university chemistry instructors.

Edition details

• Publisher: Brooks Cole
• Publication date: 2006
• ISBN 10: 0495013323
• ISBN 13: 9780495013327
• Binding: Paperback
• Language: English
• Edition number: 3
• Number of pages: 744