More students use YouTube than any other demographic. Considering this reality, I began creating my own video content on my YouTube channel, The Science Classroom. As a seasoned YouTube content creator, I offer tips for getting started with your own science tutorials.
Like most concepts in chemistry, intermolecular forces takes a bit of imagination and critical thinking to fully comprehend and apply when explaining a variety of situations. Though demonstrating the presence of these forces in a simple and explicit manner can easily be done, I wanted to change how I introduced IMFs a bit this year by focusing on a more data-to-concepts approach.
I am already planning for my trip to Illinois in July to attend ChemEd 2019! Let me tell you why I want to attend.
As a teacher, having the freedom to create or edit something within my instruction based on the needs of my students is incredibly important to me. So, when I found out the activities in Pivot Interactives are completely customizable, I was thrilled.
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.
The September 2018 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: reticular chemistry; laboratory research experience for students; historical perspective; chemistry and the environment; laboratories using color to understand chemistry; electrochemistry laboratories; DIY instrumentation; organic semiconductors; orbitals; computer-based learning and computational chemistry; from the archives: paper chromatography.
Since the birth of YouTube in 2005, many teachers have taken advantage of their ability to support student learning outside of the classroom in ways that were not possible in the past.
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.
Based on some interactions here on ChemEd X and Twitter, I have been looking for ways to have students generate more questions, ideas, and investigation methods. (See a list of relevant links below.) Some of this is inspired by Argument Driven Inquiry, while some of it is simply my own quest to move further away from being the sole source of information in the class. In this blog post, I would like to talk about how I addressed gas laws using Atomsmith Classroom Online as an investigative tool in place of lab work I did previously using the Vernier gas pressure sensor.
Matt Vonk and Peter Bohacek have just created a handful of new chemistry activities that are based on interactive high-resolution video. These classroom-ready experiments have interactive tools so that students can perform the analysis and record data themselves. In some cases, students can even change variables.