Last Thursday (11/6/14) I attended a workshop on NGSS through our local RESA (essentially an ISD for the county/region). I’d like to touch on some of the things I took away from this workshop and will post again after the next follow-up workshops in December and March.
inquiry-based discovery learning
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.
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 Standards (a centralized them
If you are on Twitter and follow #chemchat, you may have recently seen some beautiful, rotating 3D atomic and molecular models from Dave Doherty @atomsNMolecules. I was curious about these models and after contacting Dave, he introduced me to The Atomic Dashboard.
I want to learn more about the modeling approach to teaching chemistry, but have not yet found the time to attend training. It seems like modeling would be the next logical step after the flipped classroom method of instruction that I have used for the last four years. My goal in using modeling is to continue to move from a teacher centered classroom to an environment wherein students take on true ownership of their own learning. As luck would have it, I met some experienced modelers at a Biennial Conference on Chemical Education 2014 (BCCE 2014) Birds-of-a-Feather lunchtime chat and got to pick the brain of Erica Posthuma-Adams, and others, regarding this instructional approach. Their passion for modeling was clear and their willingness to share effective strategies for building a classroom around modeling was most appreciated.
Congratulations to Grazyna Zreda who solved the Chemical Mystery of the Mentos candies! To conduct this trick, two white Mentos candies are placed in separate beakers that both contain universal indicator. One of the Mentos candies turns the indicator slightly green, indicating the presence of base.
Every year when the day came to discuss the rules for significant figures in measurements with my classes I would write the rules on the board, we’d work through a couple examples, and I’d try to find a way to explain why we needed to use them when reporting measurements. This has never been my favorite topic to teach, mostly because I had a difficult time helping students see why these rules for measurement and reporting uncertainty were important.
On September 2, the American Association of Chemistry Teachers (AACT) launched its official website, loaded with lots of resources and member benefits. If you visit teachchemistry.org, you will find many great tools that K–12 teachers of chemistry can use in their classrooms; the new online periodical, Chemistry Solutions; professional development opportunities; and a community for you, in addition to many other benefits.
Through a series of three blog posts, I’d like to share my thoughts about these scientific practices and how we might communicate about these practices to middle and high school students. I’d love to hear your thoughts along the way! Let’s start with model building…