1 – 14 of 14 Articles
Nuts & Bolts | September 2019 Tips for Surviving and Thriving in Your First Years as a Chemistry Teacher
This article provides tips for finding success as a new chemistry teacher. Tips include helpful organizational advice and lab logistics for teachers who are navigating their first few years of teaching.
Classroom Commentary | November 2018 Working Together toward Vertical Alignment
The author shares his experience organizing a science workshop that connects high school science teachers with elementary school teachers in their same system. During the workshop, high school teachers present labs and activities to help elementary science teachers best prepare their own students. The experience lets teachers collaborate and discuss vertical alignment of their teaching, and be better prepared to work together to provide students with the most effective science education.
Classroom Commentary | November 2018 Successful Collaboration, Fostered by the American Chemical Society
This article describes the exciting collaboration between university and high school students and faculty that developed over a decade. The two main components that contribute to this successful partnership are the ChemClub and Science Coaches programs, sponsored by ACS/AACT.
Classroom Commentary | March 2018 The Science Coaches Program in Action
This article describes the very successful Science Coaches partnership between a third-grade teacher and a Ph.D. chemist, who is also her father. The authors offer insight and tips for making the best use of a Science Coach partnership, or any science visitor to your classroom.
Nuts & Bolts | November 2017 TMI (Too Much Information) in Science
In an age when information comes at us at breakneck-speed, how do we help our students deal with science outside the confines of their standard curriculum — and think critically about alternative arguments to questionable research data?
Classroom Commentary | September 2017 One Teacher’s Journey on the Path to Modeling Instruction
This article describes a teacher’s journey and reflections over her 27-year career as she moved from a traditional chemistry classroom to one using modeling instruction techniques. To illustrate a central insight she gained along her journey, she describes one activity in particular, Sticky Tape. In this activity, students find evidence for charged particles smaller than an atom, and the discussion after the activity ultimately leads them to the subatomic particle we know as the electron. Making the move to incorporating modeling instruction transformed the author’s classroom and teaching style, and her students are now much more engaged in their own learning.
Nuts & Bolts | May 2017 There’s More to the New Safety Data Sheets than a Missing “M”
Safety in the chemistry lab is a concern for all teachers, regardless of years of experience. In 2015, major changes occurred to chemical labels and SDS in the US, however, many people that work and teach with chemicals are still fuzzy on the details. This article aims to increase your comfort level with SDSs by describing the timeline, some changes over the last 5 years, pros/cons of the newer format, related hazard communication issues, and providing info on other available resources.
Classroom Commentary | May 2017 Read! But Read the Right Things
Contemplating some summer reading? The author shares his thoughts on two books that are rich in details about the progression of science, and also explore more important, fundamental insights about the discipline.
Classroom Commentary | May 2016 Reflections of a Mentor Teacher
A veteran teacher reflects on the valuable, unexpected, and rewarding learning experience of being a mentor to a student teacher. He encourages you to consider hosting an intern for a school year.
Classroom Commentary | May 2016 On Being a Head of Department
How can you be a better, more proactive Department Chair? This article contains suggestions from an author with experience as a Department Chair in three different schools, over a 41-year teaching career.
Classroom Commentary | September 2015 How I Found Modeling Pedagogy
Throughout his 35-year teaching career, this teacher found success in active learning, particularly through modeling chemistry pedagogy. Read how his teaching evolved by incorporating new techniques, strategies, and ideas.
Tech Tips | May 2015 How Social Media Improved My Teaching
Twitter, Google+, and blogs have expanded this teacher's resources and learning networks outside of her own district, and allowed her to be reflective about her teaching.
Tech Tips | September 2014 ChemEd X: Online Chemistry Teacher Community
An associate editor of the Journal of Chemical Education, Deanna Cullen, introduces ChemEd X.
Classroom Commentary | March 2016 Reviving The Reason For My Work
Adrian Dingle re-discovers a love of chemistry academia through a prestigious fellowship—and encourages you to reconnect with your own inspiration for teaching.