ChemEd X articles address topics in chemical education ranging across the entire spectrum of the chemical sciences.
Articles are contributed by the community and are open for comments. Please see our Contribution Guidelines for information about contributing to ChemEd X. To contribute an article, use our contribution form to describe the nature of the article you intend to submit. A ChemEd X editor will respond with further instructions.
Erica Jacobsen shares highlights from the July 2018 issue of the Journal of Chemical Education.
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.
Innovation and Scholarship
The July 2018 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: connecting art and energy, solar cells, examining organic chemistry students’ understandings, computer-based learning, molecular symmetry and visualization, inquiry-based learning, safety management, biochemistry, watching the archive: chemistry goes to the movies.
Though students, parents, and teachers should be able to access and interpret the learning targets, they are primarily written for the students to reflect on, not just you. Typically, they are written as “I can” statements. Because our level of understanding is so much different than our students’, it is far too easy to write a target that you think is easily interpretable, while at the same time, remains unclear to your students.
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.
Erica Jacobsen shares highlights from the June 2018 issue of the Journal of Chemical Education.
The June 2018 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: investigating nanoscopic structures, innovative curriculum, inquiry-based investigations, using games to teach, outreach on climate change and research ethics, instrumental analysis, organic chemistry laboratory experiments, scientific data analysis, chemical education research, from the archives: food dyes.
The University of Waterloo is doing another collaborative project! If you missed out on participating in our 2011 Periodic Table Project, this is your opportunity to have your students celebrate and be part of a worldwide initiative.
Erica Jacobsen shares highlights from the May 2018 issue of the Journal of Chemical Education.
In the summer of 2016, there was a Modeling WorkshopTM for High School Chemistry just before BCCE in Colorado. I already had planned to go to BCCE, so I took the plunge. Two weeks of daily instruction and labs in student mode as well as teacher mode debriefing was exhausting and exhilarating at the same time. I left with a folder and flashdrive of curriculum resources provided by AMTA (the American Modeling Teachers Association.