Welcome to the Chemical Education Xchange (ChemEd X)! We hope to strengthen the community of chemistry educators by providing learning resources and forums for discussion and collaboration on our interactive platform. Take a look, and join in.
In honor of the International Year of the Periodic Table, Tom Kuntzleman decided to write a song, sing it, and shoot an accompanying video to honor 150 years of the Periodic Table of Elements. Enjoy his song and video: Chemistry is Everywhere!
Want to heat up a department meeting? Just say you want to have all courses to have an on-line option. We definitely have some colleagues that feel very strongly - be it on one side or the other. What overlooked component can be distilled from a normal in-person course into an online that could have a significant impact? Perhaps the face-to-face “live” interaction.
Erica Jacobsen shares highlights from the October 2019 issue of the Journal of Chemical Education of special interest to our ChemEd X community.
The flipped-classroom approach to education is undoubtedly popular, with consistent growth in the number of related books, conference sessions, and educator network memberships. Although active-learning may not be any more beneficial in a flipped classroom compared to a traditional classroom, it is clear that a flipped class can increase the frequency of active-learning opportunities.
Celebrating National Chemistry Week 2019
The October 2019 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: marvelous metals; safety; engaging activities on nuclear chemistry and self-healing hydrogels; chemistry activities for students studying nursing; fostering community; mathematics and computer models in chemistry; innovative experiments; challenges of demonstrating the atmospheric greenhouse effect; chemical education research; resources for teaching.
Kristen Drury shares how she covers the new AP Chemistry Course and Exam Description Learning Objectives associated with atomic structure.
Once one knows about Critical Pedagogy (with respect to Critical Thinking, as was covered in the previous blog), what does one do with that knowledge? Can we implement strategies that embrace Critical Pedagogy while teaching the content we need to cover? Are there ways to build criticality in our students while maintaining our requirements for classroom rigor?