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This chapter considers some broad strategies for organising chemistry teaching which are commonly applied at the level of whole units or courses. The strategies discussed are context-based approaches, enquiry-based teaching, case-based learning, and problem-based and project-based teaching strategies. These strategies can be used as overall organising frames for sequences of lessons, or whole units or modules, or even entire programmes. These approaches are often especially useful for developing (what are often referred to as) ‘transferrable’ skills that are highly valued by employers. The use of historical materials in teaching chemistry is also discussed in this chapter. The history of chemistry can be employed in a substantial way in teaching through case studies, and these may provide effective contexts for teaching about the nature of chemistry as a science.

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