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Advances in Chemistry Education Series
Digital Learning and Teaching in Chemistry
Edited by
Yehudit Dori;
Yehudit Dori
Technion – Israel Institute of Technology, Israel
Search for other works by this author on:
Courtney Ngai;
Courtney Ngai
Colorado State University, USA
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Gabriela Szteinberg
Gabriela Szteinberg
Washington University in St. Louis, USA
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Hardback ISBN:
978-1-83916-523-8
PDF ISBN:
978-1-83916-794-2
EPUB ISBN:
978-1-83916-795-9
Special Collection:
2023 ebook collection
No. of Pages:
436
Publication date:
12 Jul 2023
About this book
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.
Digital Learning and Teaching in Chemistry, The Royal Society of Chemistry, 2023.
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Digital access
$140.00
Print format
Digital Learning and Teaching in Chemistry
$140.00
Table of contents
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Chapter 1: Digital Learning and Teaching in Chemistry—What We Know and What We Wish to Investigate Furtherp1-7ByY. J. Dori;Y. J. DoriSamuel Neaman Institute for National PolicyHaifaIsraelSearch for other works by this author on:C. Ngai;C. NgaiOffice of Undergraduate Research and Artistry, Colorado State UniversityFort CollinsCOUSASearch for other works by this author on:G. SzteinbergG. SzteinbergCollege Office, College of Arts & Sciences, Washington University in St. LouisSt. LouisMOUSASearch for other works by this author on:
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Chapter 2: Theme Introduction: Best Practices of Teaching and Learning Digitallyp8-14ByV. TalanquerV. TalanquerSearch for other works by this author on:
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Chapter 3: Supportive Aspects of Online Learning and Teaching—What Does a Rapid Transition Teach Us?p15-30ByFelix M. Ho;Felix M. HoDepartment of Chemistry—Ångström Laboratory, Uppsala UniversityBox 52375120 UppsalaSweden[email protected]Search for other works by this author on:Krenare Ibraj;Krenare IbrajJustus-Liebig-University Giessen, Institute of Chemistry EducationHeinrich-Buff Ring35392 GiessenGermanySearch for other works by this author on:Nicole GraulichNicole GraulichJustus-Liebig-University Giessen, Institute of Chemistry EducationHeinrich-Buff Ring35392 GiessenGermanySearch for other works by this author on:
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Chapter 4: Adapting Large Intro-level Chemistry Courses to Fully Remote or Hybrid Instructionp31-48ByRhiannon Iha;Rhiannon IhaDepartment of Chemistry, Washington University in St. LouisMOUSAWashington University Libraries, Washington University in St. LouisMOUSASearch for other works by this author on:Jia Luo;Jia LuoDepartment of Chemistry, Washington University in St. LouisMOUSASearch for other works by this author on:Bryn Lutes;Bryn LutesDepartment of Chemistry, Washington University in St. LouisMOUSASearch for other works by this author on:Gabriela SzteinbergGabriela SzteinbergSearch for other works by this author on:
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Chapter 5: Personalized Support for Students Learning Chemistry Online—The Development of a Prediction Modelp49-65ByRachel Eidelman;Rachel EidelmanDavidson Institute, Weizmann Institute of ScienceRehovotIsraelSearch for other works by this author on:Yael ShwartzYael ShwartzSearch for other works by this author on:
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Chapter 6: A Framework for Learning to Teach Chemistry on a Digital Platform: The Case of Chemical Equilibriump66-80ByE. Mavhunga;E. MavhungaScience Education, Wits School of Education, University of the WitwatersrandJohannesburgSouth Africa[email protected]Search for other works by this author on:M. Rollnick;M. RollnickScience Education, Wits School of Education, University of the WitwatersrandJohannesburgSouth Africa[email protected]Search for other works by this author on:D. van der MerweD. van der MerweScience Education, Wits School of Education, University of the WitwatersrandJohannesburgSouth Africa[email protected]Search for other works by this author on:
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Chapter 7: Learning With Digital Media About the Chemistry Behind the Recycling of Digital Hardwarep81-92ByJohannes Huwer;Johannes HuwerUniversity of KonstanzUniversitätsstr. 1078464 KonstanzGermanySearch for other works by this author on:Catherine Barth;Catherine BarthUniversity of KonstanzUniversitätsstr. 1078464 KonstanzGermanySearch for other works by this author on:Ingo EilksIngo EilksSearch for other works by this author on:
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Chapter 8: Chemistry-based Information in Social Media in Light of Scientific Media Literacy—Teachers’ Views and Classroom Implementation in Secondary Educationp93-107ByA. Heckenthaler;A. HeckenthalerCato Bontjes van Beek-GymnasiumBergstr. 2628832 AchimGermanySearch for other works by this author on:J. M. Tietjen;J. M. TietjenWilhelm-Kaisen-OberschuleValckenburghstr. 1-328201 BremenGermanySearch for other works by this author on:C. ZowadaC. ZowadaSearch for other works by this author on:
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Chapter 9: Digital Learning Platforms: Digital Platforms for Increasing Inclusion in Chemistry Educationp108-113ByR. BlonderR. BlonderSearch for other works by this author on:
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Chapter 10: Group Diversity and Innovative Thinking: Lessons Learned From a MOOC on Nanotechnologyp114-126ByMiri BarakMiri BarakSearch for other works by this author on:
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Chapter 11: Integrating Web-based Learning to Make Industrial and Everyday Life Chemistry Accessible to High-school Chemistry Studentsp127-140ByM. FrailichM. FrailichSearch for other works by this author on:
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Chapter 12: The Next Level in Inclusive Chemistry Education: A Model Approach Using a Multi-touch Learning Bookp141-151ByJ. Kranz;J. KranzDepartment of Chemistry, Humboldt-Universität zu BerlinUnter den Linden 6Berlin10099Germany[email protected]Search for other works by this author on:R. TiemannR. TiemannDepartment of Chemistry, Humboldt-Universität zu BerlinUnter den Linden 6Berlin10099Germany[email protected]Search for other works by this author on:
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Chapter 13: Can YouTubers Provide Powerful Tools for Addressing Heterogeneity in the Classroom? An Analysis of Videos About the Periodic Table Using the TPACK Frameworkp152-164ByMaría Joselevich;María JoselevichPrograma de Tecnologías de la Información y la Comunicación en Aplicaciones de Interés Social (TICAPPS), Universidad Nacional Arturo JauretcheProvincia de Buenos AiresArgentina[email protected]Search for other works by this author on:Pablo D. Moro;Pablo D. MoroPrograma de Tecnologías de la Información y la Comunicación en Aplicaciones de Interés Social (TICAPPS), Universidad Nacional Arturo JauretcheProvincia de Buenos AiresArgentina[email protected]Search for other works by this author on:M. Agustina MartínezM. Agustina MartínezPrograma de Tecnologías de la Información y la Comunicación en Aplicaciones de Interés Social (TICAPPS), Universidad Nacional Arturo JauretcheProvincia de Buenos AiresArgentina[email protected]Search for other works by this author on:
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Chapter 14: A Formalised Conceptual Model-based Approach for Fostering and Assessing Students’ Systems Thinking in Undergraduate Chemistry Educationp165-179ByR. LaviR. LaviSchool of Engineering, Massachusetts Institute of Technology77 Massachusetts AvenueCambridgeMAUSA[email protected]Search for other works by this author on:
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Chapter 15: Chemistry Teachers’ Awareness of Sustainability Through Social Media:Cultural Differencesp180-195ByMarina Tal;Marina TalFaculty of Education in Science and Technology, Technion-Israel Institute of TechnologyHaifa 3200003IsraelSearch for other works by this author on:Dana Zreke;Dana ZrekeThe Academic Arab College for Education in Israel-HaifaIsraelSearch for other works by this author on:Muhamad Hugerat;Muhamad HugeratThe Academic Arab College for Education in Israel-HaifaIsraelThe Center of Science and Environmental Education, The Galilee Society—ShefaramIsraelSearch for other works by this author on:Avi HofsteinAvi HofsteinThe Academic Arab College for Education in Israel-HaifaIsraelWeizmann Institute of ScienceRehovotIsraelSearch for other works by this author on:
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Chapter 16: Using Visualization and Laboratory to Promote Learning in Sciencep196-204ByJ. KrajcikJ. KrajcikSearch for other works by this author on:
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Chapter 17: Applications of Digital Technology in Chemical Educationp205-218ByFun Man FungFun Man FungInstitute for Applied Learning Sciences and Educational Technology (ALSET), National University of SingaporeSingaporeSearch for other works by this author on:
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Chapter 18: Designing Virtual Chemistry Visualizations Featuring Environmental Dilemmas to Promote Equitable Knowledge Integrationp219-233ByLibby Gerard;Libby GerardGraduate School of Education, University of CaliforniaBerkeleyUSASearch for other works by this author on:Marcia C. LinnMarcia C. LinnGraduate School of Education, University of CaliforniaBerkeleyUSASearch for other works by this author on:
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Chapter 19: Designing Tutorial Videos to Support Students’ Learning of Reaction Mechanisms in Organic Chemistryp234-248BySascha Bernholt;Sascha BernholtIPN—Leibniz Institute for Science and Mathematics Education, Department of Chemistry EducationOlshausenstr. 6224118 KielGermany[email protected]Search for other works by this author on:Julia Eckhard;Julia EckhardJustus-Liebig-University Giessen, Institute of Chemistry Education35392 GiessenGermanySearch for other works by this author on:Marc Rodemer;Marc RodemerUniversity of Duisburg-Essen, Department of Chemistry EducationSchützenbahn 7045127 EssenGermanySearch for other works by this author on:Axel Langner;Axel LangnerJustus-Liebig-University Giessen, Institute of Chemistry Education35392 GiessenGermanySearch for other works by this author on:Gyde Asmussen;Gyde AsmussenIPN—Leibniz Institute for Science and Mathematics Education, Department of Chemistry EducationOlshausenstr. 6224118 KielGermany[email protected]Search for other works by this author on:Nicole GraulichNicole GraulichJustus-Liebig-University Giessen, Institute of Chemistry Education35392 GiessenGermanySearch for other works by this author on:
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Chapter 20: Digital Tools for Equitable In-person and Remote Chemistry Learningp249-265ByS. LeachS. LeachSearch for other works by this author on:
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Chapter 21: Smartphone Applications as a Catalyst for Active Learning in Chemistry: Investigating the Ideal Gas Lawp266-280ByM. Milner-Bolotin;M. Milner-BolotinDepartment of Curriculum and Pedagogy, University of British ColumbiaVancouverV6T1Z4Canada[email protected]Search for other works by this author on:V. MilnerV. MilnerDepartment of Physics and Astronomy, University of British ColumbiaVancouverV6T1Z4CanadaSearch for other works by this author on:
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Chapter 22: Theme Introduction: Digital Assessmentp281-286ByC. NgaiC. NgaiSearch for other works by this author on:
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Chapter 23: The Community of Inquiry Framework as a Guide to Implement Inclusive Collaborative Two-stage Exams in Chemistryp287-300ByJ. J. StewartJ. J. StewartSearch for other works by this author on:
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Chapter 24: Digital Formative Assessments for Learningp301-317ByS. SchmidS. SchmidSearch for other works by this author on:
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Chapter 25: Online Assignments: Pre- and In-service Chemistry Teachers’ Knowledge, Perceptions and Reflectionsp318-336ByOrit Herscovitz;Orit HerscovitzFaculty of Education in Science and Technology, Technion, Israel Institute of TechnologyHaifa3200003Israel[email protected]Search for other works by this author on:Merav Varsano;Merav VarsanoFaculty of Education in Science and Technology, Technion, Israel Institute of TechnologyHaifa3200003Israel[email protected]Search for other works by this author on:Ola Faris;Ola FarisFaculty of Education in Science and Technology, Technion, Israel Institute of TechnologyHaifa3200003Israel[email protected]Search for other works by this author on:Yehudit Judy DoriYehudit Judy DoriFaculty of Education in Science and Technology, Technion, Israel Institute of TechnologyHaifa3200003Israel[email protected]Samuel Neaman Institute for National PolicyHaifaIsraelSearch for other works by this author on:
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Chapter 26: ‘I Felt Not So Alone’: the Impact of Muddiest Point Activities on Student Learning Outcomes Through Top Hat Technologyp337-351ByJacinta M. MutambukiJacinta M. MutambukiSearch for other works by this author on:
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Chapter 27: Embedding Feedback in Digital Learning Environments to Promote Learners’ Thinking About Their Thinking in Chemistryp352-368ByGwendolyn A. LawrieGwendolyn A. LawrieSchool of Chemistry & Molecular Biosciences, The University of QueenslandSt LuciaQueensland 4072Australia[email protected]Search for other works by this author on:
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Chapter 28: Introduction to Building Communities of Learners and Educatorsp369-375ByM. H. TownsM. H. TownsSearch for other works by this author on:
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Chapter 29: Bringing Back Learning Communities in the 21st Centuryp376-392ByFun Man Fung;Fun Man FungInstitute for Applied Learning Sciences and Educational Technology (ALSET), National University of SingaporeSingaporeSearch for other works by this author on:Yongbeom KimYongbeom KimSchool of Computing, National University of SingaporeSingaporeSearch for other works by this author on:
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Chapter 30: Supporting Chemistry Teachers in Emergency Remote Teaching—The Role of Professional Learning Communities (PLCs)p393-410ByA. Shauly;A. ShaulyFaculty of Education in Science and Technology, Technion—Israel Institute of TechnologyIsrael[email protected]Search for other works by this author on:G. Shwartz;G. ShwartzFaculty of Education in Science and Technology, Technion—Israel Institute of TechnologyIsrael[email protected]Search for other works by this author on:S. AvargilS. AvargilFaculty of Education in Science and Technology, Technion—Israel Institute of TechnologyIsrael[email protected]Search for other works by this author on:
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Chapter 31: Strategies for Teaching Chemistry Online: A Community of Educators for the COVID-19 Pandemic and Beyondp411-425ByDeborah HerringtonDeborah HerringtonSearch for other works by this author on:
https://orcid.org/0000-0003-4796-4678
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