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JCE 97.03 March 2020 Issue Highlights

Mary Saecker | Tue, 03/10/2020 - 14:17

Developing Students’ Scientific Reasoning - The March 2020 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: nanochemistry; innovative curriculum; teaching with games; teaching with food chemistry and natural products; infrared applications; analysis using color, images, and visualization; environmental chemistry; computer-aided organic chemistry; synthesis laboratories; physical chemistry; graduate school climate assessment; chemical education research: introductory chemistry and student success.

Teacher Leadership

Stephanie O'Brien | Sun, 01/05/2020 - 18:57

Have you heard that TERC, a nonprofit, has launched a STEM Teacher Leadership Network funded by the National Science Foundation? The online community is for  aspiring or current teacher leaders, researchers and administration to improve STEM education, effect policy and discuss the changes to the future of STEM education in a collaborative online collegial network.

JCE 96.12 December 2019 Issue Highlights

Mary Saecker | Fri, 12/06/2019 - 09:35

Reimagining Chemistry Education: Systems Thinking, and Green and Sustainable Chemistry

The December 2019 issue of the Journal of Chemical Education is now available to subscribers. In response to a call for papers, chemistry educators from around the world have contributed articles to the Journal collected in the December edition as special issue on systems thinking, and green and sustainable chemistry.

Cognitive Load and Active Learning

Clarissa Sorens... | Tue, 11/05/2019 - 10:20

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.

Practical Classroom Implementations for Critical Pedagogy

Clarissa Sorens... | Wed, 10/02/2019 - 15:20

Once one knows about Critical Pedagogy (with respect to Critical Thinking, as was covered in the ), how is that knowledge used? Can strategies be implemented that embrace Critical Pedagogy while not sacrificing content coverage? What are some ways to build criticality in students while maintaining expected requirements for classroom rigor?

JCE 96.09 September 2019 Issue Highlights

Mary Saecker | Mon, 09/23/2019 - 15:38

Cultivating Chemical Curiosity

The September 2019 issue of the Journal of Chemical Education is now available to subscribers. Topics featured in this issue include: exploring the chemistry of natural materials; research in chemical education; undergraduate research and project-based laboratories; innovative organic chemistry teaching; organic laboratory instruction; analytical chemistry investigations and instrumentation; nanochemistry; inorganic chemistry; teaching kinetics; exploring kinetic-molecular theory; from the archives: biodiesel.

JCE 96.08 August 2019 Issue Highlights

Mary Saecker | Mon, 08/19/2019 - 14:58

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

Josh Kenney | Wed, 03/13/2019 - 15:02

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.