Ms. Jenny Chen, Secretary of MAA
c/o The Institute of Mathematical Sciences
Individual authors are invited to submit their abstracts to the topics listed above. However, we also welcome themed symposiums. Those who are willing to organize themed symposium sessions please contact the Chemistry Education symposium organizers.
The Chinese University of Hong Kong
2.1 Teaching chemistry for sustainability and diversity
2.2 Assessment in practical settings and technologically enhanced environments
2.3 Teaching chemistry in culturally diverse environments
2.4 Internalization of chemistry teaching, learning and curriculums
2.5 Public understanding and appreciation of chemistry
2.6 Chemistry curriculum development and evaluation
2.7 Developing skills and values through chemistry education
2.8 Teaching chemistry to students in special needs
2.9 Technology enhanced chemistry teaching and learning
2.10 Research and practice
2.11 Nature and history of chemistry education
2.12 Context oriented chemisty education.
However, this is not necessarily the case.
Those who oppose this as the unifying theme argue from two directions: (1) its artifical nature, since there is no single instance in OT or NT where it is directly stated; and (2) the lack of emphasis upon it in the entire NT, e.g., it fits Luke-Acts but not John.
Within this the original meaning is a possible goal.
Again, this is a major emphasis but not the unifying theme.Salvation History (von Rad, Cullmann, Ladd) may be the best of the positions, for it recognizes God's/Christ's redemptive activity on behalf of mankind, in terms of both present and future communion.