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E-grāmata: Digital Learning and Teaching in Chemistry

Edited by (Colorado State University, USA), Edited by (Washington University in St. Louis, USA), Edited by (Technion Israel Institute of Technology, Israel)
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Digital Learning and Teaching in ChemistryPalielināt
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Education is always evolving, and most recently has shifted to increased online or remote learning. Digital Learning and Teaching in Chemistry compiles the established and emerging trends in this field, specifically within the context of learning and teaching in chemistry. This book shares insights about five major themes: best practices for teaching and learning digitally, digital learning platforms, virtual visualisation and laboratory to promote learning in science, digital assessment, and building communities of learners and educators. The authors are chemistry instructors and researchers from nine countries, contributing an international perspective on digital learning and teaching in chemistry.

While the chapters in this book span a wide variety of topics, as a whole, they focus on using technology and digital platforms as a method for supporting inclusive and meaningful learning. The best practices and recommendations shared by the authors are highly relevant for modern chemistry education, as teaching and learning through digital methods is likely to persist. Furthermore, teaching chemistry digitally has the potential to bring greater equity to the field of chemistry education in terms of who has access to quality learning, and this book will contribute to that goal. This book will be essential reading for those working in chemical education and teaching.

Yehudit Judy Dori is internationally recognised, formerly Dean of the Faculty of Education of Science and Technology at the Technion Israel Institute of Technology and won the 2020 NARST Distinguished Contributions to Science Education through Research Award–DCRA for her exceptional research contributions. Courtney Ngai and Gabriela Szteinberg are passionate researchers and practitioners in the education field. Courtney Ngai is the Associate Director of the Office of Undergraduate Research and Artistry at Colorado State University. Gabriela Szteinberg serves as Assistant Dean and Academic Coordinator for the College of Arts and Sciences at Washington University in St. Louis.



This book shares insights from within four major themes: Best practices of teaching and learning digitally, digital learning platforms, virtual visualisation and laboratory to promote learning in science, digital assessment, and building communities of learners and educators.
Digital Learning and Teaching in Chemistry What We Know and What We
Wish to Investigate Further;Theme Introduction: Best Practices of Teaching
and Learning Digitally;Supportive Aspects of Online Learning and Teaching
What Does a Rapid Transition Teach Us?;Adapting Large Intro-level Chemistry
Courses to Fully Remote or Hybrid Instruction;Personalized Support for
Students Learning Chemistry Online The Development of a Prediction Model;A
Framework for Learning to Teach Chemistry on a Digital Platform: The Case of
Chemical Equilibrium;Learning with Digital Media About the Chemistry Behind
the Recycling of Digital Hardware;Chemistry-based Information in Social Media
in Light of Scientific Media Literacy Teachers Views and Classroom
Implementation in Secondary Education;Digital Learning Platforms: Digital
Platforms for Increasing Inclusion in Chemistry Education;Group Diversity and
Innovative Thinking: Lessons Learned From a MOOC on
Nanotechnology;Integrating Web-based Learning to Make Industrial and Everyday
Life Chemistry Accessible to High-school Chemistry Students;The Next Level in
Inclusive Chemistry Education: A Model Approach Using a Multi-touch Learning
Book;Can YouTubers Provide Powerful Tools for Addressing Heterogeneity in the
Classroom? An Analysis of Videos About the Periodic Table Using the TPACK
Framework;A Formalised Conceptual Model-based Approach for Fostering and
Assessing Students Systems Thinking in Undergraduate Chemistry
Education;Chemistry Teachers Awareness of Sustainability Through Social
Media: Cultural Differences;Using Visualization and Laboratory to Promote
Learning in Science;Applications of Digital Technology in Chemical
Education;Designing Virtual Chemistry Visualizations Featuring Environmental
Dilemmas to Promote Equitable Knowledge Integration;Designing Tutorial Videos
to Support Students Learning of Reaction Mechanisms in Organic
Chemistry;Digital Tools for Equitable In-person and Remote Chemistry
Learning;Smartphone Applications as a Catalyst for Active Learning in
Chemistry: Investigating the Ideal Gas Law;Theme Introduction: Digital
Assessment;The Community of Inquiry Framework as a Guide to Implement
Inclusive Collaborative Two-stage Exams in Chemistry;Digital Formative
Assessments for Learning;Online Assignments: Pre- and In-service Chemistry
Teachers' Knowledge, Perceptions and Reflections;I Felt Not So Alone: the
Impact of Muddiest Point Activities on Student Learning Outcomes Through Top
Hat Technology;Embedding Feedback in Digital Learning Environments to Promote
Learners Thinking About Their Thinking in Chemistry;Introduction to Building
Communities of Learners and Educators;Bringing Back Learning Communities in
the 21st Century;Supporting Chemistry Teachers in Emergency Remote Teaching
The Role of Professional Learning Communities (PLCs);Strategies for Teaching
Chemistry Online: A Community of Educators for the COVID-19 Pandemic and
Beyond
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