As part of a revision to the content and delivery of first-year chemistry instruction at the University of British Columbia's Okanagan campus, we have employed the United Nations Sustainable Development Goals (UN SDGs) as a thematic framework. This framework was introduced to promote the achievement of affective learning outcomes, including a…

States that the most effective way of teaching specific chemical knowledge is through the use of explicit objectives; the most effective way of teaching the process of inquiry and the method of dealing with scientific information is through the use of implicit objectives. (MLH)

The recipient of Scientific Apparatus Makers Association Award in Chemical Education advocates designing instruction after contemplation of Lavoisier, who was able to transfer information across subject areas; Socrates, who taught by encouraging student's questions; Democritus, whose contribution to science was a matter of luck. (AL)

Advocates a change in outlook to develop unused human capacities by creating a model for human behavior that explains why and how we select our goals. (GS)

Voices the opinion that clearer and more useful explanations of common chemistry are needed to facilitate understanding. Presents examples from the realms of atomic structure, periodic table, history of chemistry, valence, electronegativity, electrode potentials, covalent bonds, polar covalence, bond energy, and causes of chemical change. (GS)

Two objectives of the course are the removal of student-student competition replacing it with student-content involvement, and the improvement of the level of understanding of organic chemistry. These objectives are approached through a modified Keller plan with a series of study guides and quizzes as the core material. (GS)

Describes the use of laboratory experiments termed hands-on demonstrations that are designed to reinforce the concepts covered in lecture with emphasis on maximizing the sense content (sight, smell, hearing) to improve retention by the student. (GS)

Identifies problems facing the science educator as a result of the activities of professional educationalists and the knowledge explosion. Presents answers to these problems in an enumeration of the basic ingredients of scientific education, a consideration of the overall curriculum, and a discourse on the art of teaching. (GS)

Describes a course structured around nuclear energy, fossil fuel energy, food energy, and the population explosion. The course uses classroom discussion and laboratory sessions to stress basic chemical principles and relevance to the student. A topical outline is included. (GS)

Describes the use of videotapes to eliminate or shorten in-lab instruction and prevent interruption of a laboratory session with additional or forgotten instruction. Lists equipment needed for videotape programs and for a thirteen unit audio-visual laboratory. (GS)

Describes an introductory chemistry course for non-science majors with poor backgrounds in mathematics and English. The course goal was to develop an appreciation of the importance of chemistry to everyday life experiences and to the major area of the student. (GS)