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Cognitive Load and Active Learning

Clarissa Sorens... | Tue, 11/05/2019 - 10:20

A couple of days ago on Twitter, the ever-lasting debate between lecture and active learning reignited due to some talks at an Educational Research Conference held in Dublin. These talks stated direct guidance (which includes lecture) was superior in terms of student learning due its reduction of students’ cognitive load. The main citation used for this argument was an article by Kirschner, Sweller, and Clark published in 2006. So, let’s dive into what this article says.

Practical Classroom Implementations for Critical Pedagogy

Clarissa Sorens... | Wed, 10/02/2019 - 15:20

Once one knows about Critical Pedagogy (with respect to Critical Thinking, as was covered in the previous blog), how is that knowledge used? Can strategies be implemented that embrace Critical Pedagogy while not sacrificing content coverage? What are some ways to build criticality in students while maintaining expected requirements for classroom rigor?

Special Knowledge That Only Teachers Have

Josh Kenney | Wed, 03/13/2019 - 15:02

Developing PCK requires a certain level of subject matter knowledge, and teachers have a different understanding of subject matter than a person who specializes in that same field. A chemistry teacher and a ‘practicing’ chemist both have subject matter knowledge in chemistry; however, the knowledge is applied differently.

JCE 95.09 September 2018 Issue Highlights

Mary Saecker | Thu, 09/13/2018 - 12:25

The September 2018 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: reticular chemistry; laboratory research experience for students; historical perspective; chemistry and the environment; laboratories using color to understand chemistry; electrochemistry laboratories; DIY instrumentation; organic semiconductors; orbitals; computer-based learning and computational chemistry; from the archives: paper chromatography.