graduate education

Cognitive Load and Active Learning

A couple of days ago on Twitter, the ever-lasting debate between lecture and active learning reignited due to some talks at an Educational Research Conference held in Dublin. These talks stated direct guidance (which includes lecture) was superior in terms of student learning due its reduction of students’ cognitive load. The main citation used for this argument was an article by Kirschner, Sweller, and Clark published in 2006. So, let’s dive into what this article says.

JCE 96.08 August 2019 Issue Highlights

Chemistry Education: A Bridge to the Future

The August 2019 issue of the Journal of Chemical Education is now available to subscribers. Topics featured in this issue include: authentic chemistry laboratories; student motivation, sustained interest, and student success; student understanding of fundamental concepts; aids to assessment; computer-based learning; active learning activities; engaging polymer chemistry activities; experimenting with flavor and food; organic chemistry laboratories; spectroscopy laboratories; acid-base chemistry; from the archives: polymer properties.

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.

Faces of Chemistry - Career Profiles

ChemEd X has invited professionals working in chemistry related fields to write about their background, experience and advice they have for those interested in a similar career path. Chemistry instructors can use these as a resource to help students glimpse the variety of chemistry related fields open to them. 

3-Dimensional Assessments and Helping Students Develop the Necessary Skills

Recent efforts have recognized the Framework for K-12 Science Education and the Next Generation Science Standards as the most current research regarding what we know about teaching and learning of science, and have suggested that 3-dimensional (3D) instruction should guide science instruction at not only the K-12 level, but also at the college level.