(e)Xplore ChemEd X published collections such as activities, articles, demonstrations, and assessment tools.
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Erica Jacobsen shares highlights from the August 2018 issue of the Journal of Chemical Education.
Texas teachers Roxie Allen and Amiee Modic share a few nuggets about BCCE 2018 along with some reasons why you might think about attending in 2020.
A favorite demonstration is to boil water by lowering the pressure in a bell jar using a vacuum pump. Unfortunately, purchasing a bell jar, vacuum plate, and vacuum pump can run upwards of $1,000 which poses a hardship for many teachers. Here are two simple and inexpensive demonstrations of phase equilibrium and vapor pressure.
This page is intended to help readers find access to articles cited within ChemEd X materials.
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.
Learning targets are typically 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. This article provides some information that will help teachers write meaningful learning targets.
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.