Chemistry

PhET Interactive Simulations

Collection of 158 free interactive math and science simulations from University of Colorado Boulder. Engage students in math and science practices, and virtual labs, during remote learning. Find over 2,000 sim-based lessons under teacher resources. 

Author/Presenter: 
Kathy Perkins
Lead Organization(s): 
Year: 
2020
Short Description: 

Collection of 158 free interactive math and science simulations from University of Colorado Boulder. Engage students in math and science practices, and virtual labs, during remote learning. Find over 2,000 sim-based lessons under teacher resources. 

Chemistry Critical Friendships: Investigating Chemistry-Specific Discourse within a Domain-General Discussion of Best Practices for Inquiry Assessments

High school chemistry teachers struggle to use assessment results to inform instruction. In the absence of expert assistance, teachers often look to their peers for guidance and support; however, little is known about the assessment beliefs and practices of high school chemistry teachers or the discourse mechanisms used as teachers support one another. Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments.

Author/Presenter: 
Adam G. L. Schafer
Ellen J. Yezierski
Lead Organization(s): 
Year: 
2020
Short Description: 

Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments.

American Chemical Society 2020 ACS National Meeting & Expo; Philadelphia, PA - CANCELLED

Event Date: 
Sun, 03/22/2020 (All day) to Thu, 03/26/2020 (All day)
Sponsoring Organization: 

Due to the COVID-19 pandemic, this conference is cancelled.

To learn more, visit https://www.acs.org/content/acs/en/meetings/national-meeting.html.

DRK-12 Presenters:

  • Mavreen Rose Tuvilla*, Purdue University

*Denotes CADRE Fellow or Fellows alumnus

Event Type: 
Discipline / Topic: 

Characterizing the Formative Assessment Enactment of Experienced Science Teachers

Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.

Author/Presenter: 
Vesal Dini
Hannah Sevian
Klaudja Caushi
Raúl Orduña Picón
Year: 
2020
Short Description: 

In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.

Toward Youth Participatory Science: In Search of Science (Education) for the People

Frausto, A., Morales-Doyle, D., Fitch, A., Hatch, S., & Nagy, K. (2019, April). Toward Youth Participatory Science: In Search of Science (Education) for the People. Presentation at the annual international conference of NARST, Baltimore, MD.

Author/Presenter: 
Alejandra Frausto
Daniel Morales-Doyle
Alanah Fitch
Shelby Hatch
Kathryn Nagy
Year: 
2019
Short Description: 

These slides were presented at the 2019 Annual International Conference of NARST in Baltimore, MD.

Resource(s): 

Science Curriculum from the Grassroots

Morales-Doyle, D., Frausto, A., Childress Price, T., Chappell, M., & Hatch, S. (2019, April). Science curriculum from the grassroots. Presentation at the annual conference of the National Science Teachers Association, St. Louis, Missouri.

Author/Presenter: 
Mindy Chappell
Tiffany Childress Price
Alejandra Frausto
Shelby Hatch
Daniel Morales-Doyle
Year: 
2019
Short Description: 

These slides were presented at the 2019 Annual Conference of the National Science Teachers Association, St. Louis, Missouri.

Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice

Morales-Doyle, D., Frausto, A., Chappell, M.J., Childress-Price, T.L., Collins, D.A., Levingston, A., Aguilera, A., Canales, K., & Herrera, E. (2019, April). Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice. Presentation at the annual international conference of NARST, Baltimore, MD.

Author/Presenter: 
Daniel Morales-Doyle
Mindy Chappell
Tiffany Childress-Price
Alejandra Frausto
Darrin Collins
Adilene Aguilera
Karen Canales
Elizabeth Herrera
Amy Levingston
Year: 
2019
Short Description: 

These slides were presented at the 2019 Annual International Conference of NARST in Baltimore, MD.

American Chemical Society 2019 ACS National Meeting & Expo; Orlando, FL

Event Date: 
Sun, 03/31/2019 (All day) to Thu, 04/04/2019 (All day)
Sponsoring Organization: 
Associated Dates and Deadlines: 

To learn more, visit https://global.acs.org/events/257th-acs-national-meeting-exposition/.

DRK-12 Presenters:

  • Adam Schafer, Ellen Yezierski, and Victoria Borland, Miami University
Event Type: 
Discipline / Topic: 

Probing the Relevance of Chemical Identity Thinking in Biochemical Contexts

The solving of problems in biochemistry often uses concepts from multiple disciplines such as chemistry and biology. Chemical identity (CI) is a foundational concept in the field of chemistry, and the knowledge, thinking, and practices associated with CI are used to answer the following questions: “What is this substance?” and “How is it different from other substances?” In this study, we examined the relevance of CI in biochemical contexts and first explored the ways in which practicing biochemists consider CI relevant in their work.

Author/Presenter: 
Courtney Ngai
Hannah Sevian
Year: 
2018
Short Description: 

In this study, we examined the relevance of CI in biochemical contexts and first explored the ways in which practicing biochemists consider CI relevant in their work.

Fostering high school students’ conceptual understanding and argumentation performance in science through Quality Talk discussions

Flourishing in today's global society requires citizens that are both intelligent consumers and producers of scientific understanding. Indeed, the modern world is facing ever‐more complex problems that require innovative ways of thinking about, around, and with science. As numerous educational stakeholders have suggested, such skills and abilities are not innate and must, therefore, be taught (e.g., McNeill & Krajcik, Journal of Research in Science Teaching, 45(1), 53–78. 2008).

Author/Presenter: 
P. Karen Murphy
Jeffrey A. Greene
Elizabeth Allen
Sara Baszczewski
Amanda Swearingen
Liwei Wei
Ana M. Butler
Year: 
2018
Short Description: 

The purpose of our quasi‐experimental study was to examine the effectiveness of Quality Talk Science, a professional development model and intervention, in fostering changes in teachers’ and students’ discourse practices as well as their conceptual understanding and scientific argumentation. Findings revealed treatment teachers’ and students’ discourse practices better reflected critical‐analytic thinking and argumentation at posttest relative to comparison classrooms.

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