Cultural dilemmas will emerge between teachers and students as classroom roles and expectations shift with an emphasis on chemical thinking.
middle school science
Pedagogical dilemmas will arise as they address decisions about instructional materials and approaches and what to emphasize in learning experiences that a chemical thinking perspective demands.
Conceptual dilemmas will occur as teachers confront the philosophical, psychological, and epistemological assumptions that differ between a traditional conceptualization of chemistry learning and chemical thinking. Teachers are asked to organize instruction around the Chemical Thinking Framework instead of a topic based approach.
Implementing constructivist pedagogy in the chemistry classroom (Chemical Thinking) has inherent challenges which hinder teachers. Teaching Dilemmas emerge due to the ambiguities, philosophies, and compromises that arise among stakeholders in the educational arena. These dilemmas commonly arise from tensions between teaching what we know in the way we were taught (Traditional) vs. teaching students how to think and know about chemistry by creating the knowledge (Chemical Thinking). Many teachers need to deal with these dilemmas in our everyday practice.
EdPuzzle is a content delivery tool that can increase student engagement and metacognition. Here, we will explore how to use this application to help your students learn in a remote or hybrid setting.
Tom Kuntzleman tests to see if Powerade can be used as a source of reducing sugars in the classic silver mirror demonstration, and reminisces about Christmas days past when doing so.
This 3 hour session provides an introduction to the Assessing for Change in Chemical Thinking (ACCT) professional development series. Session 1 provides an overview of the three program components that drive ACCT sessions: The Chemical Thinking Model, the Formative Assessment Enactment Model and Teaching Dilemmas. Teachers have time to get to know each other and begin to build a collaborative professional learning community. Participants complete a chemistry formative assessment and then explore student work related to that assessment. The Chemical Thinking Framework is discussed in more detail, highlighting the related chemistry practices. The six overarching objectives, the central focus of the ACCT course, are introduced; they will be revisited in each workshop session.
What is the pressure inside a bottle of soda pop? Read this short article to find the surprising answer to this question, and also to learn how to do an experiment to answer this question for yourself!
In this activity, students learn about solubility and concentration. They watch videos that explain the dissolving process, how to calculate the molarity, supersaturation and how to make rock candy. They also use a PhET simulation to explore factors that affect the concentration of a solution.
Come explore the “Fire and Ice” pedagogic field laboratory. Follow suggested pathways and perspectives, or blaze your own trails. Visit for 10 minutes or for hours.