Light is a challenging topic in chemistry. In this article, I share an outline of how I approach the content related to interactions between matter and light using activities, a simulation, demonstrations and whiteboards.
Embracing the idea that students already create an image, create an idea, of what is happening when they observe a demonstration, lab or activity. The goal is to have the students make that model more concrete through drawing it.
It was the empty terrible feeling in the pit of my stomach at 9:30 at night that really bothered me as I am wading through the stack of papers that I was grading. I had the students do experiments, worksheets, I lectured and there was homework. Some of the students could “do” what I thought was science. They could calculate the answer. They could balance the equation.
50 Modeling Workshops in high school and middle school sciences will be offered this summer, in many states. Most workshops are two or three weeks long. CEUs; optional graduate credit, stipends at grant-funded sites. Modeling Instruction is research-informed.
If videos are the method of choice for my students’ free time learning, then why do they sometimes struggle to hear and make sense of the chemistry content in my short teaching videos?
The Modeling™ curriculum emphasizes modeling, collecting evidence, scientific discourse and development of conceptual understanding. All of these can be linked to AP and NGSS standards. If you are looking to make improvements in your curriculum and gain some impressive strategies, consider enrolling in a workshop this summer. There are many workshops scheduled around the country during the summer. A full curriculum and support materials are provided.
In a recent contribution to ChemEd X "Stoichiometry is Easy", the author states that he has "vacillated over the years between using an algorithmic method, and an inquiry-based approach to teaching stoichiometry. " I would like to suggest that there is another approach to mastering stoichiometry and that it should precede the algorithmic one: it is the conceptual approach based on a particle model to represent the species involved in chemical reactions.
There have been many conversations within the Chemistry Education community surrounding the revisions to the AP curriculum. Twitter has been buzzing with instructors debating how to implement the changes, conferences and workshops have participants deconstructing the data from last year’s exam, and classroom teachers are working diligently to prepare their students for this year’s test. One way the College Board has tried to shift the AP curriculum away from algorithmic problem solving and toward more meaningful conceptual understanding is through the use of particle diagrams.
I want to learn more about the modeling approach to teaching chemistry, but have not yet found the time to attend training. It seems like modeling would be the next logical step after the flipped classroom method of instruction that I have used for the last four years. My goal in using modeling is to continue to move from a teacher centered classroom to an environment wherein students take on true ownership of their own learning. As luck would have it, I met some experienced modelers at a Biennial Conference on Chemical Education 2014 (BCCE 2014) Birds-of-a-Feather lunchtime chat and got to pick the brain of Erica Posthuma-Adams, and others, regarding this instructional approach. Their passion for modeling was clear and their willingness to share effective strategies for building a classroom around modeling was most appreciated.
From the misconceptions fostered by the biology textbooks using the phrase “high-energy phosphate bond” to idea that energy comes in different forms, the Modeling community recognizes the challenges of teaching the energy concept and has developed a way of talking about energy designed to help students construct a consistent and cohesive model.