Special Knowledge That Only Teachers Have

Developing PCK requires a certain level of subject matter knowledge, and teachers have a different understanding of subject matter than a person who specializes in that same field. A chemistry teacher and a ‘practicing’ chemist both have subject matter knowledge in chemistry; however, the knowledge is applied differently.

Analogy Experiment—Projectile Pennies with Rutherford

Atomic theory is a common topic throughout any introductory chemistry course. It is likely that Rutherford’s gold foil experiment gets at least some attention in your course. I have used a simple activity that gives students an opportunity to replicate Rutherford’s experiment through an analogy experiment that may allow for easier conceptualization of the experiment itself and provide additional support for model development.

JCE 96.03 March 2019 Issue Highlights

Supporting the Growth and Impact of Chemical Education

The March 2019 issue of the Journal of Chemical Education is now available to subscribers. Topics featured in this issue include: nanochemistry; supporting the growth and impact of chemical education research; using technology to enhance student experience and understanding; promoting student engagement; teaching with models; exploring kinetics; experimenting with innovative labs.

High-Impact Strategies for Implementing Next Generation Science Standards

Like many members of the ChemEd X community, I am working with colleagues to teach and assess the Next Generation Science Standards in our high school’s general chemistry course. We are invested in engaging our students in Three-Dimensional Learning. This article aims to introduce readers to four of the high-impact shifts in mindset and practices we believe are helping our students learn to be better scientists.