first-year undergraduate

JCE 97.05 May 2020 Issue Highlights

The May 2020 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: understanding structures; digital information and web-based learning; exploring everyday chemistry; curriculum innovations; games for teaching; NMR spectroscopy; examining properties of organic liquids; biochemistry laboratories; analytical and physical chemistry laboratories; computational chemistry; innovative low-cost instruments; research on knowledge and skills for teachers and chemists; from the archives: hands-on chemistry at home.

Advancing student thinking

Upon noticing the substance of their students chemical thinking, a teacher may decide to advance their students' thinking toward a curricular aim.  Here we will consider the ways in which teachers may decide to do so according to our . This model was derived from rigorous analysis of classroom videos of experienced science teachers (many of whom are chemistry teachers, most are teacher leaders in their school district) doing formative assessment activities with their students. Excellent science teachers have a broad repertoire and use all of these different kinds of teaching moves in different moments, depending on the in-the-moment purposes that teachers have which are shaped by knowing the specific students and the challenges they are facing at that moment, as well as in the context of the overall lesson purposes.  Excellent teachers decide to advance their students' thinking when they intend to move students toward specific learning goals by developing students’ understanding using their own or others’ ideas.  These advancing acts may be categorized as more directive or more responsive in nature.