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Who is not interested in food, right? Why not use what happens in the kitchen everyday to teach some chemistry? This blog post shares some conceptually based questions based on the information found on the backside of a popular dry mix brownie product.
Case studies have been a staple of undergraduate and graduate education programs like medicine, law, and business, for many years. They let learners engage with simulated real-world situations, making the content more meaningful and connected to their future careers. As a valuable context-based learning tool, case studies are becoming more common in secondary science. Here, we'll explore the role that students and instructors play when learning with case studies.
Verbal expression is an outward manifestation of internal comprehension. How does it work? That is, what is the method? And what is the mechanism?
Allowing students to confront the failure of a model and then helping them construct a new or slightly modified model to account for new observations is at the heart of the process of science. Ben Meacham shares one approach that can be deployed with a variation of depth, making it attainable for anyone learning about chemistry.
Kristen Drury explains some major shifts in her teaching philosophies and how her flipped classroom has evolved as a result.
We were converted; we saw the light. No more playing with a balance. Reverence, dude. Without a balance we got nuthin’.
Interested in building a healthy sense of belonging for students in chemistry class and laboratory? In encouraging students to form study groups that lead to friendships post-chemistry class? Try the Study Group Selfie.
After teaching the concepts and calculations for acid and base strength, concentration, percent ionization, and pH I noticed many of my students were struggling to make meaningful connections between these calculations.This lesson was created to strengthen the understanding of the relationships between these concepts and skills.
Beautiful, metallic mirrors of copper or silver can easily be formed in test tubes. Simply add the appropriate metal salt to a test tube, and heat! These reactions should be performed in a fume hood.
Boredom needs no explanation; we were all (Chemistry) students. A bored student is not an engaged student, and likely not a student who wants to learn. How can we make our lessons more engaging?