ChemEd X contributors offer their ideas and opinions on a broad spectrum of topics pertaining to chemical education.

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by Dan Meyers
Tue, 07/07/2015 - 10:35

Oh summertime! My non-teacher friends and neighbors like to point out that it must be great having summers off from work. I try to explain that I’m still working although it’s really nice having a break from the students. And I know that a lot of colleagues in my PLN on Twitter are enjoying their break from students too while still spending some time working on upcoming challenges and curriculum designs.

Recent activity: 3 years 3 months ago
by Deanna Cullen
Thu, 06/25/2015 - 12:18

View the semifinalist videos for the ChemEd 2015 "So You Think You Can Demo" contest. 

Participate in our Unofficial Vote for your favorite!

Recent activity: 3 years 4 months ago
by Sarah Kong
Mon, 06/08/2015 - 08:56

I am teaching this summer and it is especially exciting as I am piloting the labs I wrote this spring. We are using these labs exclusively and I am collecting student feedback for each lab to help in the editing, refining, and revision process.

Comments: 2
Recent activity: 3 years 4 months ago
by Shelly Belleau
Fri, 06/05/2015 - 11:38

In a , I shared my thoughts about the importance of science teachers (and all teachers, really) supporting their claims about lesson efficacy with evidence.  While this doesn’t always need to be a formal research study, it can often be valuable to publish findings that will be helpful to other science teachers.


Recent activity: 6 years 6 months ago
by Allison Tarvin
Wed, 06/03/2015 - 08:14

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 the short teaching videos created by their teacher? 


Comments: 3
Recent activity: 1 month 1 week ago
by Tracy Schloemer
Mon, 06/01/2015 - 12:23

These tenets set PBL (the big once-per-semester projects) apart from day to day activities and inquiry:

  • PBL poses an authentic problem with multiple solutions.

  • PBL requires core subject knowledge to propose solutions to a problem to an authentic audience.


Comments: 6
Recent activity: 3 years 3 months ago
by lowell Thomson
Wed, 05/20/2015 - 03:41

My IB chemistry class is currently working its way through organic chemistry. One of the topics studied is the free-radical mechanism for the halogenation of an alkane.



Recent activity: 6 years 6 months ago
by Shelly Belleau
Fri, 05/08/2015 - 09:55

n teaching we regularly change our class structures and routines and we implement new “interventions” in hopes of changing classroom dynamics or reaching more students.  I know that most of the time I make these decisions based upon anecdotal evidence, perhaps after glancing at a handful of exit tickets from my students or based upon how I “felt” the class went.  Recently, though, I’m finding myself a little more hesitant when making a claim about my class.  I require that my students support their claims with evidence, so why wouldn’t I also support mine with evidence? 


Comments: 2
Recent activity: 3 years 3 months ago
by Deanna Cullen
Wed, 05/06/2015 - 15:33

I have been involved in several types of community outreach projects to promote science education and chemistry. One of the best was a biannual event I worked on with teachers from each elementary school in our district and from our middle school. It was a Science Extravaganza.

Recent activity: 3 years 6 months ago
by Erica Jacobsen
Fri, 05/01/2015 - 12:28

“What are you reading?” This twist on the traditional icebreaker question kicked off a meeting session last summer. I was eager for the conversation to make its way around the table to me. On my plane ride the day before, I’d started The Martian by Andy Weir, and I was hooked.

Recent activity: 3 years 3 months ago