Changing the content of introductory chemistry curricula is one of the major goals of this article. In addition to introducing students to new topics, it discusses Active-learning instructional methods. Students also participate in the discussion by contributing their ideas, questions, and knowledge of chemistry. Explore chemistry education for the classroom and beyond! Let’s begin! Let’s explore chemistry as an exploratory process!
Changing the content of introductory chemistry curricula
Changing the content of introductory chemistry curriculum for the classroom and beyond is an important challenge for chem educators. The basic conservatism of instructors and standardized examinations provide a strong resistance to change. For instance, many people remember being taught the Wurtz reaction in the 1960s as one of the five basic methods of alkane synthesis. Unfortunately, the carbonyl condensation reaction is still taught the same way in many textbooks.
Case studies in chemistry education
A number of recent case studies in chemistry education for the classroom and other settings demonstrate the benefits of involving learners in their own research. Tan, K. D., studied students’ conceptual understanding of ionisation energy using a two-tier multiple-choice instrument. The study also examined how students from various cultural and linguistic backgrounds interpret ionisation energy. The results of this cross-cultural study are published in the International Journal of Science Education.
Pedagogical scientific language knowledge
Developing pedagogical scientific language knowledge is important in teaching and learning chemistry, but many chemists lack the background to understand how to use it effectively. Often, chemists use implicit models to explain concepts and guide action. But incorporating explicit models can make it easier for chemistry educators to understand the processes that underlie scientific language. Such knowledge can also be used to support the implementation of research-based instructional practices.
Active-learning instructional methods
In a recent study, faculty members who were engaged in active-learning activities reported that they used less lecture time and more group-based activities to help students grasp concepts. Despite this, SETs were also shown to have discriminatory effects and were inappropriate as an indicator of teaching effectiveness. Further, SETs should be removed from overall evaluations of instruction. However, change agents must be willing to compromise their beliefs about teaching effectiveness.
Organizations and publications
Some of the organizations and publications in chemistry education for the classroom are listed below. These organizations support educators through their research and publications. The goals of the American Chemical Society (ACS) Division of Chemistry Education include fostering stronger engagement among the elements of chemistry education and research. They also aim to strengthen ties between educators and the broader community, including industry and government, as well as improving the understanding of the relationship between chemistry and other systems. In addition, these organizations support the development of cross-disciplinary thinking, evidence-based risk management, and chemistry as a science for society.