December is a busy time for many educators as we try to wrap up content before a long break and maybe incorporate fun activities into the curriculum. There are concerts, field trips, projects, presentations, and even variety shows to “celebrate the season.” However, I find that when schools try to get into the “holiday spirit”, they may unintentionally create an environment where students and teachers may feel excluded.
Increasing Authenticity of the Student Experience
The Human Side of Teaching and Learning
The October 2018 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: research on: AP chemistry reform and writing instruction; novel teaching approaches; demonstrations: safety and effectiveness; augmented reality and technology for teaching; using stories and history to teach; exploring acid-base chemistry; understanding energy; biochemistry in the laboratory; teaching resources; astrochemistry resources for National Chemistry Week 2018.
Relevant Topics for Instruction and Assessment
The August 2018 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: the chemistry of candy and sugar, examining virtual learning for laboratories, strengthening student understanding of acid-base chemistry, building scientific communication skills, emphasizing learning, sustainability and green chemistry, cost-effective resources and techniques, laboratory investigations, ConfChem conference on mathematics in undergraduate chemistry instruction, erupting from the archive: soda geysers.
The summer is an ideal time for reflection, a time to process and grow as an educator. This summer I was fortunate enough to attend the POGIL® National Meeting at Washington University in Saint Louis as well as assist as one of the facilitators at the Northeast Regional Meeting at Manhattan College. While there are numerous ways to spend your summer vacation, I wanted to share some reasons why POGIL® draws me in time and again.
Technological Pedagogical Content Knowledge (TPCK) can be the vehicle by which teachers decide if and how a technological application can be incorporated into their classrooms. TPCK more recently coined as TPACK technology, pedagogy and content knowledge incorporates technology into Lee Shulman’s pedagogical content knowledge (PCK) construct. PCK is the means by which a teacher takes his/her content knowledge and transforms it into content knowledge for his/her students.
How do you demonstrate how a buffer system works? I did some brainstorming, devised a plan and it went well. This post is a description of what I did.
The May 2018 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: electrochemistry and corrosion; textbooks; research on the chemistry teacher pipeline, argument-driven inquiry, and online homework; using everyday objects to teach; teaching organic chemistry with games; communication and writing; examining and creating innovative curriculum; computer-aided discovery activities; exploring kinetics; interdisciplinary laboratory investigations; from the archives: applications of 3D printing for teaching chemistry.
As a secondary science teacher, I have contact with my students everyday. Making relationships and learning about all of my students is key to letting them know that I am invested in their success.
Students Using and Understanding Chemistry
The March 2018 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: demonstrations of magnetism and oxidation; the peer-review process; understanding how students learn organic mechanisms; multimedia- and computer-based learning; real-life chemistry activities; using games to teach chemistry; teaching kinetics; spectroscopy; analytical determinations; organic synthesis laboratories; distilling the archives: chemistry and paint.