Acknowledgements. General Preface; J.K. Gilbert, O. de Jong, R. Justi, D.F. Treagust. J.H. van Driel. Foreword; D. Gabel. A: Chemistry and Chemical Education. Preface to Section A; J.K. Gilbert. 1. The Nature of Chemical Knowledge and Chemical Education; S. Erduran, E. Scerri. 2. The History of Chemistry: Potential and Actual Contributions to Chemical Education; J.H. Wandersee, P.B. Griffard. 3. Models and Modelling in Chemical Education; R. Justi, J.K. Gilbert. 4. Learning Chemistry in a Laboratory Environment; M.B. Nakhleh, J. Polles, E. Malina. B: The Curriculum for Chemical Education. Preface to Section B. 5. Chemical Curricula for General Education: Analysis and Elements of a Design; W. de Vos, A.M.W. Bulte, A. Pilot. 6. The Roles of Chemistry in Vocational Education; D. Corrigan, P. Fensham. 7. Informal Chemical Education; S. Stocklmayer, J.K. Gilbert. 8. Context-based Approaches to the Teaching of Chemistry: What are They and What are Their Effects?; J. Bennett, J. Holman. C: Teaching and Learning about Chemical Compounds. Preface to Section C; D.F. Treagust. 9. The Particulate Nature of Matter: Challenges in Understanding in the Submicroscopic World; A.G. Harrison, D.F. Treagust. 10. Bonding; K.S. Taber, R.K. Coll. 11. Prblem-Solving in Chemistry; G.M. Bodner, J.D. Heron. D: Teaching and Learning about Chemical Change. Preface to Section D; R. Justi. 12. The Teaching and Learning of Chemical Equilibrium; J.H. van Driel, W. Gräber. 13. Teaching and Learning Chemical Kinetics; R. Justi. 14. The Teaching and Learning of Electrochemistry; O. de Jong, D.F. Treagust. 15. From Chemical Energetics to Chemical Thermodynamics; M.J. Goedhart, W. Kaper. E: Developing Teachers and Chemical Education. Preface to Section E; O. de Jong. 16. Exploring Chemistry Teacher's Knowledge Base; O. de Jong, W.R. Veal, J.H. van Driel. 17. Research and Development for the Future of Chemical Education; J.K. Gilbert, O. de Jong, R. Justi, D.F. Treagust, J.H. van Driel. Notes about the Contributors. Index.

Chemical education is essential to everybody because it deals with ideas that play major roles in personal, social, and economic decisions. This book is based on three principles: that all aspects of chemical education should be associated with research; that the development of opportunities for chemical education should be both a continuous process and be linked to research; and that the professional development of all those associated with chemical education should make extensive and diverse use of that research. It is intended for: pre-service and practising chemistry teachers and lecturers; chemistry teacher educators; chemical education researchers; the designers and managers of formal chemical curricula; informal chemical educators; authors of textbooks and curriculum support materials; practising chemists and chemical technologists. It addresses: the relation between chemistry and chemical education; curricula for chemical education; teaching and learning about chemical compounds and chemical change; the development of teachers; the development of chemical education as a field of enquiry. This is mainly done in respect of the full range of formal education contexts (schools, universities, vocational colleges) but also in respect of informal education contexts (books, science centres and museums).