Alexandra W. Logue, executive vice chancellor and provost of the City University of New York, reminds us that the ideas and tools we are finally getting around to using have been around for a while.
JCE ChemEd Xchange provides a place for sharing information and opinions. Currently, articles, blogs and reading lists from ChemEd X contributors are listed below. We plan to include other items that the community wishes to share through their contributions to ChemEd X.
Professor Joe Schwarcz of McGill University is Canada's foremost public spokesperson for science. His columns in the Montreal Gazette and in Canadian Chemical News and his radio program on CJAD in Montreal reach thousands of readers and listeners, and have provided grist for his many popular books about science and especially chemistry.
Students choose a topic and select items to incorporate into a periodic talbe. Students explore trends related to their own topic and relate to the trends on the actual Periodic Table of Elements.
Having some experience in using and creating inquiry activities, I am getting questions from teachers looking for ways to add inquiry to their curriculum. My first tip is to take baby steps. I will continue to blog about ideas to help outline some of those steps. First, I am sharing some inquiry ideas from the last unit I taught in my high school general chemistry course along with providing some ideas for using the resources provided with a subscription to ChemEdX.
In an attempt to get at least a little discussion of science policy into the Obama-McCain campaign of 2008, Richard Muller wrote "Physics for Future Presidents" and offered a popular course at UC Berkeley with the same title. While nearly all of the issues he raised were ignored by the campaigns and during the subsequent four years, he has returned with a book focused just on energy science and related issues.
Tammy Erickson states that our current approach to education was designed for a different age. It was modeled on the needs of industrialization, resulting in separate subjects, standardized curricula, conformity, and batch processing. The model worked well for 100 years because it satisfied the needs of employers. However, the needs of employers have change and the gap between the output of our educational system and the job demands of the current century is big.
Traditional schools operate in ways that are foreign to the world in which students live. The students inhabit a technology-based world of multimedia, addictive games, and mobile access. They are living in the most stimulating period in the history of the earth. But then schools require them to put that all away and ask them to focus on one, often-not-that-engaging speaker. It is not surprising that students get distracted and are diagnosed with attention deficit disorder.
A change the educational system is desperately needed.
Pamela Hieronymi wrote an interesting commentary about the increased need for teachers in the “tsunami” of technology. She readily admits that technology can enhance education and is here to stay. The plethora of technology options will force teachers to reflect on their role in the classroom and to become more effective. Hieronymi aptly describes teachers as “personal trainers in intellectual fitness”. The personal training and individual guidance becomes more necessary, not less, as the information options increase.