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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 ), what does one do with that knowledge? Can we implement strategies that embrace Critical Pedagogy while teaching the content we need to cover? Are there ways to build criticality in our students while maintaining our 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.