In the Classroom

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  • Chemistry degrees are often very broad. What might a degree look like if we covered fewer topics more deeply?

    • Michael O’Neill
    In the Classroom
  • R/S Chemistry is a free, game-based learning tool for students to practise stereochemical assignments in an interactive setting, leading to increased student engagement in the topic.

    • Francesca M. Ippoliti
    • Melinda M. Nguyen
    • Neil K. Garg
    In the Classroom
  • As academic staff scrambled into emergency remote teaching during COVID-19 restrictions, we also had to move in-person exams online without compromising integrity. This disruption caused us to think carefully about how chemistry is assessed, because ‘business as usual’ was no longer possible — and at some institutions, there are no plans for in-person exams to return.

    • Madeleine Schultz
    • Damien L. Callahan
    In the Classroom
  • Chemists make crucial contributions to society and are often found in a broad range of workplaces. To sustain these impactful contributions, a diverse range of career skills must be embedded into the curricula.

    • Bhavik Anil Patel
    In the Classroom
  • The world is facing multiple unfolding global crises and chemistry systems are integral in both the cause and solution to these challenges. Systems thinking can be used not only to support student learning of chemistry concepts, but also to build community within and beyond the classroom.

    • Ginevra Clark
    In the Classroom
  • While there is much of the last two years we may wish to forget, it is imperative that we share our pandemic chemistry teaching experiences.

    • Maria Gallardo-Williams
    In the Classroom
  • The coronavirus pandemic forced a rapid adoption of online learning. What can be done for teaching the practical elements of subjects like chemistry? Have we learned anything that we would keep outside of lockdown restrictions?

    • Vittorio Saggiomo
    • Aldrik H. Velders
    In the Classroom
  • Innovative student-centred teaching, exemplified by the flipped and linked classroom approaches, is important in modernizing chemistry education to make it relevant to and effective in diverse scenarios.

    • Mik Fanguy
    • Sang Yup Lee
    • David G. Churchill
    In the Classroom
  • If chemistry is to contribute effectively to the development of a more sustainable world, it is essential that it is taught within a broader socioeconomic and ecological context.

    • Vânia G. Zuin
    • Klaus Kümmerer
    In the Classroom
  • Creating exam questions is a skill. Understanding the anatomy of a question can help teachers write good questions and help students maximize their score.

    • Kristy Turner
    In the Classroom
  • A full grasp of chemistry requires students to be able to connect microscopic reality with symbolic representations. Immersive virtual reality provides a solution for those who need a tangible link between these representations.

    • Simon J. Lancaster
    In the Classroom
  • Threshold concepts are the tricky ideas that underpin so much knowledge. In teaching them, it is important to recognize that a correct answer is not necessarily evidence of understanding.

    • Niki Kaiser
    In the Classroom
  • QR Chem is a free resource that enables teachers and researchers to link audiences directly to three-dimensional renderings of molecules.

    • Johnny Dang
    • Brian Lin
    • Neil K. Garg
    In the Classroom
  • How do we introduce games into our classrooms and what kind of learning outcomes can we expect?

    • Julia Winter
    In the Classroom
  • It is time for chemistry learning to be reoriented through systems thinking, which offers opportunities to better understand and stimulate students’ learning of chemistry, such that they can address twenty-first century challenges.

    Integrating systems thinking into chemistry education involves the contextualization of chemistry concepts. This will allow us to better understand how students learn, and will also equip them to tackle the many and varied challenges we face as a society.

    • Peter G. Mahaffy
    • Alain Krief
    • Stephen A. Matlin
    In the Classroom
  • Lecture capture is just one way in which new technology is changing teaching, but we should embrace its opportunities rather than fear its shortcomings, argues Katherine Haxton.

    • Katherine Haxton
    In the Classroom
  • Undergraduate practical classes that include more real science are to the benefit of students, teachers and society more broadly.

    • Andrea Sella
    In the Classroom
  • Experienced practitioners often feel that studying chemistry was harder during their time at school, but is this really true?

    • Kristy Turner
    In the Classroom
  • Experienced chemists know that chemistry is all around them. Helping students to see the connections between real life and concepts of organic chemistry is the driving force behind the development of a set of online resources pioneered at UCLA.

    • Tejas K. Shah
    • Neil K. Garg
    In the Classroom
  • Why do you need to know about chemistry education?

    • Simon Lancaster
    In the Classroom