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The notion is to increase student engagement and persistence by embedding game design elements in a course or lesson. It seems to work in other industries, but can game elements be successfully applied in educational contexts?
Students’ preconceived notions about concepts may clash with the material that they are expected to learn. This cognitive dissonance creates discomfort for students.
As part of an NSF-funded project, a team of researchers is working to build an assessment library. They are looking for feedback from the chemistry education community. Your input will help them design this valuable resource. Educators are invited to participate in a brief interview about how this tool can be most useful.
There is a new process to renew your National Board certification coming in 2021.
This unique microscale gas collection technique provides students with reasonably good data in a short period of time. Students have more time to analyze the data and communicate their findings.
Lessons learned from co-teaching with an intervention specialist in ninth grade physical science: Five strategies that work with students of all intellectual abilities.
By working with teachers nationwide, the ACCT team believes that they can help teachers re-imagine the way that they think about chemistry, and develop more purposeful and productive ways of interacting with their students to help them learn.
I observe a red to blue color change when I rinse my bowl after eating frozen blueberries. Sounds like an acid-base reaction, doesn’t it? Well, read on to learn about the blueberry surprise!
The ability to anticipate the errors that students tend to make should serve as a guiding principle when designing assessment items. In addition, a well-written question can uncover student misconceptions.
"A bear is wiser than a man because a man does not know how to live all winter without eating anything." Abenaki (People of the Dawn) saying. This is the third post describing the metabolic and nutritional chemistry of bear hibernation.