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JCE 94.02 February 2017 Issue Highlights

Mary Saecker | Tue, 02/14/2017 - 14:30

The February 2017 online issue of the Journal of Chemical Education is now to subscribers. Topics featured include: surface chemistry; chemical identity thinking; conceptual understanding; communicating science to the general public; activities and labs linking chemistry and art; history and chemistry; early access to research; technology as instructional support; synthesis laboratories; from the archives: bottle chemistry.

Flinn Scientific and Beyond Benign Launch Partnership to Deliver Green Chemistry Learning Solutions to Science Educators

Kate Anderson | Fri, 02/10/2017 - 13:21

Beyond Benign, a national nonprofit, established in 2007 to equip educators, scientists, and citizens with the tools to teach and practice green chemistry to achieve a sustainable society, just announced a strategic partnership with Flinn Scientific.

Chemical Connections to Climate Change

Tom Kuntzleman | Wed, 01/25/2017 - 11:11

It is becoming increasingly important for citizens to understand various concepts related to climate change and global warming. This post describes several chemical concepts that are pertinent to these issues, in the hopes that teachers of science and chemistry can introduce the topic of climate change into their classrooms and everyday discussions.

The Dry-Ice-in-Water Cloud

Tom Kuntzleman | Sun, 12/04/2016 - 18:54

Have you ever wondered where the cloud comes from when dry ice is placed in water? If you think the answer is “atmospheric water vapor”, be sure to read this post because experimental evidence suggests that this explanation is wrong.

Correcting Science

KateS Schabarum | Thu, 11/10/2016 - 11:56

Science is cool. It allows us to step back and reason why things are the way they are.  Most importantly it fuels us to keep questioning why. Asking why is an important aspect of learning, and is a huge part of the way classrooms run, on average a teacher will ask 300-400 questions just in a day (Vogler 2008)! However, what happens when a student does not have the correct answer to a question? Are they deemed wrong? Is it a misconception that we must fix?