Although principles and practices of green and sustainable chemistry have been articulated for more than 20 years, they have yet to become systemically infused into the undergraduate chemistry curriculum. The American Chemical Society Green Chemistry Institute (ACS GCI) has convened stakeholders from across the chemistry education community to…

In chemistry, building arguments and applying concept knowledge is closely linked to evaluating claims, supporting claims with evidence, and justifying the linkage of evidence to claim with reasoning. However, previous studies revealed that, when building arguments, students experience challenges either in differentiating between argument…

The aim of this study was to investigate how to develop prospective chemistry teachers' TPACK and thus qualify them for the effective use of educational technology in their future chemistry teaching. For this purpose, we developed and evaluated a university seminar for the professional development of preservice chemistry teachers. We implemented…

Collaboration between chemistry lecturers and literacy lecturers led to the development and implementation of an interdisciplinary project with the object of addressing two pertinent challenges in chemistry education. The first challenge is the tendency of students to approach different topics in science as separate units of knowledge, which…

The COVID-19 pandemic has fundamentally changed many aspects of our world including the way we teach chemistry. Our emergence from the pandemic provides an opportunity for deep reflection and intentional action about what we teach, and why, as well as how we facilitate student learning. Focusing on foundational postsecondary chemistry courses, we…