(e)Xplore ChemEd X published collections such as activities, articles, demonstrations, and assessment tools.
The Xplore area includes 'published' ChemEd X resources such as activities, articles, demonstrations, and assessment tools. The Search service is also in the Xplore area.
Here you can read a description of the Structure-Property Relationships thread of the Chemical Thinking framework.
Here you can find resources related to the ACCT project and the ACCT team.
Here you can read about the advisory board for the ACCT project
Here you can read about the ACCT evaluation team.
Here you can read about past members of the ACCT team.
Here you can read about current members of the ACCT team.
Here you can learn more about the ACCT project and the people involved.
Here you can learn about engaging in professional development with the ACCT team.
Upon noticing the substance of their students chemical thinking, a teacher may decide to advance their students' thinking toward a curricular aim. Here we will consider the ways in which teachers may decide to do so according to our formative assessment model of enactment. This model was derived from rigorous analysis of classroom videos of experienced science teachers (many of whom are chemistry teachers, most are teacher leaders in their school district) doing formative assessment activities with their students.1 Excellent science teachers have a broad repertoire and use all of these different kinds of teaching moves in different moments, depending on the in-the-moment purposes that teachers have which are shaped by knowing the specific students and the challenges they are facing at that moment, as well as in the context of the overall lesson purposes. Excellent teachers decide to advance their students' thinking when they intend to move students toward specific learning goals by developing students’ understanding using their own or others’ ideas. These advancing acts may be categorized as more directive or more responsive in nature.
Upon noticing the substance of their students chemical thinking, their teacher may decide to elicit further ideas from their students. In eliciting acts, the teacher seeks to find out more about what a student knows and thinks. Here we will consider the ways in which teachers may decide to do so according to our formative assessment model of enactment. This model was derived from rigorous analysis of classroom videos of experienced science teachers (many of whom are chemistry teachers, most are teacher leaders in their school district) doing formative assessment activities with their students.1 Excellent science teachers have a broad repertoire and use all of these different kinds of teaching moves in different moments, depending on the in-the-moment purposes that teachers have which are shaped by knowing the specific students and the challenges they are facing at that moment, as well as in the context of the overall lesson purposes.