Using Models for Learning Chemistry The August 2014 issue of the Journal of Chemical Education is now available online to subscribers at http://pubs.acs.org/toc/jceda8/91/8. The August issue contains content to spark thinking about models and how to foster meaningful learning in chemistry classrooms and improve student understanding.
JCE ChemEd Xchange provides a place for sharing information and opinions. Currently, articles, blogs and reading lists from ChemEd X contributors are listed below. We plan to include other items that the community wishes to share through their contributions to ChemEd X.
The new AP Chemistry curriculum is in the second year of use. Photoelectron spectroscopy (PES) is a topic that generated much discussion because it is an addition to the curriculum. Jamie Benigna of Michigan teaches AP Chemistry, is an AP reader and recently wrote an article about PES for the Journal of Chemistry Education Special Issue. The article discusses the rationale for including PES in the course, explains some background of PES and provides strategies for including PES in your own course. This article is offered as a free preview of the AP Special Issue.
In this post I would like us to consider the ways teachers can help support and scaffold the process of making claims and drawing conclusions on the basis of evidence. Not only is this grounded in the scientific practices addressed in the Next Generation Science Standard
There have been many conversations within the Chemistry Education community surrounding the revisions to the AP curriculum. Twitter has been buzzing with instructors debating how to implement the changes, conferences and workshops have participants deconstructing the data from last year’s exam, and classroom teachers are working diligently to prepare their students for this year’s test. One way the College Board has tried to shift the AP curriculum away from algorithmic problem solving and toward more meaningful conceptual understanding is through the use of particle diagrams.
Hi everyone, I’ve spent much of my time over the past 10 years since moving from high school to college chemistry teaching thinking about whether I made the right choice in doing so.
In my previous post, I shared the general formatting of the videos I create for my IB Chemistry course within which I utilize the flipped model. Within that blog post, I mentioned that I use Google Forms to collect data about the videos, and I'd like to offer some thoughts on this as a tool with many uses.
You’ve heard the old saying, “A picture is worth a thousand words.” How many words for a smell? A single whiff of a familiar scent can whisk me back into the past. Wash my hands with Dove soap—I find myself standing in my grandmother’s house. Walk by someone wearing Eternity cologne—I’m back in high school with an old boyfriend. Spray out a foamy mound of Barbasol shaving cream—I’m standing at an exhibit booth talking about the Journal of Chemical Education (JCE). That was a fragrant flashback moment I had last month. As I followed my nose to the past, it led me to a solution for the present.
What a week it will be! We celebrate from October 19-25. Mole Day falls during this week also!
Please share your experience with any of the resources and/or share your own ideas!
My local chapter of the American Chemical Society sponsors an annual event at a local mall called “Chemistry at the Mall”. The event is in celebration of National Chemistry Week. This year’s theme is “The Sweet Side of Chemistry – Candy”. I advise an ACS ChemClub and we hosted a table at “Chemistry at the Mall”. Ten student members worked shifts from 11am – 4pm. This was a great way to get involved with my local chapter and meet some other members. My students had a great time providing outreach and introducing young children to chemistry.