(e)Xperience ChemEd X through the ideas and opinions of its community members.
Xperience is where contributed, but not reviewed, ChemEd X resources such as blogs and opinion pieces are found. Here you can find blogs in which our contributors express their personal empiricism and polls in which you the community can provide your opinions.
By using a few simple microscale gas chemistry techniques, students can collect and analyze data quickly. These activities are sure to engage your students.
The idea of a “curriculum emphasis” is that how we teach, including the ways that text books are written and how we write assessments, sends hidden messages to students about what the purposes of science are and are not, and what are the roles of teachers and students in learning science, and who should or should not be included in science.
One of the hurdles that holds teachers back from implementing standards-based grading is the gradebook. Most schools use an electronic learning management system. Some of these platforms have added customizations to support recording learning targets rather than point values. Even with the upgrades, teachers can benefit from some 'hacks' to assist in recording student achievement.
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.