web-based learning

Flipped Classroom: A Framework for In-Class Activities

The flipped-classroom approach to education is undoubtedly popular, with consistent growth in the number of related books, conference sessions, and educator network memberships. Although active-learning may not be any more beneficial in a flipped classroom compared to a traditional classroom, it is clear that a flipped class can increase the frequency of active-learning opportunities.

Measuring Surface Tension to Investigate Intermolecular Forces

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.

JCE 95.10 October 2018 Issue Highlights

The October 2018 issue of the Journal of Chemical Education is now available 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.

JCE 95.09 September 2018 Issue Highlights

The September 2018 issue of the Journal of Chemical Education is now available 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.

Technology Considerations for the Chemistry Classroom

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.