One reason so many students find chemistry difficult is the abstract nature of the concepts. Research based on the constructivist model of learning has shown that as an educator teaches, the learner makes meaning of the content by drawing from their background knowledge, attitude, abilities and everyday experience and this often results in a different construct than that of the teacher.
Stephanie O'Brien's blog
The IB Program is a two year program, beginning in the students’ junior year, focused on creating balanced learners who explore content in a wide range of areas to develop effective approaches to learning and be capable of working in global contexts.
Given a guiding question, students determined what they wanted to test, did the experiment and got their CER boards ready for review. Instead of a regular argumentation session, we had a glow and grow session, where students had to provide positive and negative feedback for each board.
I recently attended a workshop at my state conference about improvisation techniques to use in the classroom. As a teacher we are challenged to constantly adapt our pedagogical techniques to meet the needs of our learners, and this workshop provided some new strategies to do just that.
In an effort to align an old VSEPR lesson to NGSS, I told my students that we were going to look at the data available from the real molecules on the pHET simulation we were using and specifically look for patterns. Finding patterns is a cross-cutting concept; one of the three dimensions of NGSS.
In an effort to implement the science and engineering practices of the NGSS, I have tried to introduce argumentation as a practice into my chemistry courses. I share some growing pains and what I have learned through the process in this blog post.
Looking for funds to attend professional development? I used an ACS Hach Grant to fund my travel to a conference last summer (2018).
This introductory lesson uses a crosscutting concept, structure and function, as a means to model pre-conceptions of a voltaic cell. A phenomena is used to pique curiosity and engage students as they progress through the unit.