 |
 |
 |
 |
 |
 |
 |
 |
After making the switch from in-person to virtual chemistry learning in the wake of school closures due to COVID-19, teachers have continued to make adjustments. The author has found a few new strategies and made changes to his course in response to the needs of his students and the nature of online learning.
Are you looking for a new podcast to enjoy on your way to or from work? NGS Navigators is a podcasat that offers quality professional development to support teachers with NGSS content and strategies.
The Exploding Pringles can design challenge is an open-ended formative assessment developed by the ACCT team, which tasks students with designing an explosion that produces the maximum boom within a Pringles container with a fixed volume.
If you are an experienced (3+ years) middle school or high school teacher of chemistry in the US in the Central or Eastern time zone, you are invited you to apply to participate in the ACCT professional development program to examine how formative assessment can foster students’ chemical thinking. Due to the changes in schooling caused by the COVID-19 pandemic, the ACCT project is changing its plan for professional development for 2020-2021 school year. To respect the time that teachers will need to adjust with their students in the new school year, we will offer the ACCT professional development program in a synchronous interactive and remote (via Zoom) shorter format of a half-year, beginning in January 2021.
The solution to Chemical Mystery #17 is presented. Were you able to use your chemical knowledge to explain the results?
As physical distancing continues and we persist in teaching our chemistry classes online, it behooves us as teachers to spend some time considering how we can purposefully observe and decipher the written work that our students submit.
If you know your chemistry, you can figure out how the bubbles get busted!
Living at the macroscopic level, it’s no surprise that understanding and effectively communicating chemistry concepts can often be a challenging endeavor. Attempting to rationalize our observations through particle-level interpretations requires us to think in less intuitive ways that often create a cognitive barrier for our students. And for good reason.
