CHEM 5400: The Teaching and Learning of Chemistry
Spring 2008
Instructor: Dr. Greg Rushton
Office: SC 435
Phone: (678) 797-2046
Email: please use WebCT Vista (http://vista.kennesaw.edu/) to send me email!
Office Hours: MW 2:00-3:30PM; or by appt.
Course Summary:
An introduction to the methods of effective chemistry teaching in
both the classroom and laboratory settings. Current chemical
education research literature on topics such as theories of teaching,
active learning strategies, misconceptions, multiculturalism,
laboratory design, demonstrations, and assessment will be
introduced and discussed. Primary focus of the course is the
application of content and pedagogical knowledge to the practice
of teaching chemistry.
Course Objectives:

Knowledge of laboratory safety protocols, chemical storage
and waste disposal

Design and appropriate use of laboratory investigations,
classroom activities, and demonstrations

Master appropriate chemistry content to be prepared to teach
accurate science content to a diverse student population in a
secondary school setting

Develop teaching strategies to effectively communicate
abstract and complex chemical concepts to a diverse student
population

Successful enactment of supervised instructional activities in
actual classroom settings to gain experience in presentation
skills, self-confidence and classroom management.

Learn and apply current instructional technologies to the
teaching of chemistry

Gain proficiency at searching the chemistry education
research literature, analyzing the data collection, results,
and implications for teaching, and presenting them clearly
and succinctly to your colleagues

Gain an in-depth understanding of the most prevalent
student misconceptions on a given fundamental chemistry
concept or topic and write a lesson that would promote the
conceptual change of your future students
Description of Activities:
1) Locate, read, discuss, and reflect upon relevant content and
pedagogical content knowledge relevant to the teaching of
chemistry
2) Develop and enact a pedagogically sound, standards-based
lesson appropriate for secondary level students
3) Develop a safety, chemical storage, and waste disposal plan that
is consistent with appropriate federal, state, and regional chemical
hygiene policies
4) Improve pedagogical content knowledge of secondary chemistry
topics
Prerequisite: Grade of C or better in CHEM 1212 and 1212L
Course Calendar (tentative): see attached
Course Assignments:
1. Class Participation (10%): You are expected to come to class on time, prepared
with your assignments complete, and ready to participate in the day’s lesson.
Come with a positive, encouraging and humble attitude, expecting to learn and
contribute to the learning environment. Points will be deducted only for behavior
detrimental and disruptive to the classroom experience.
2. Weekly WebCT Reflection/Discussion Posts (10%): At least once (1x) per
week (by Sunday night @ 11PM), you are expected to post your reflections on the
week’s experiences on WebCT Vista (vista.kennesaw.edu) and respond to at least
one other colleague’s ideas. At the minimum, each of your posts should be NO
LESS than three complete sentences, and could be much longer, depending on the
topic. Points will only be deducted for posts past the due date (50% reduction),
posts that repeat other information already posted, short or thoughtless responses,
or posts that are offensive or that personally attack another student.
3. Weekly Reflective Journal Entries (10%): You are expected to maintain a
reflective journal in a bound composition book during the course of this semester.
In it, you should have a title page, table of contents, and several pages of notes,
reflections, predictions, explanations, diagrams, calculations, tables, graphs, etc.
that were generated either during or in response to the lesson presented that day.
Each week, you will select one lesson and submit a typed report that summarizes
the contents of your journal entry for that day. Prompts to consider may include,
but are not limited to:
 As a student, did you find the lesson relevant, interesting, useful and/or
helpful to you?
 As a student, what did you specifically learn (that you did not
know/realize/understand prior to) during the lesson?
 As a prospective teacher, how effectively did you feel the lesson was
presented? What research-based practices were evident?
 How could the lesson have been improved?
 How did your conceptions of the science change over the course of the
lesson or days following?
 What questions do you still have about the science or pedagogy?
These typed assignments should reflect deep thinking, self-reflection, and analysis
and are to represent one of the most essential outcomes of this course. The time
you would spend memorizing lecture slides, equations, reactions, or doing
problem sets in another class is the time you should devote to these weekly
reflection logs. These papers will be graded on the thoroughness, depth of
thinking and reflection that is displayed, and the extent to which the science ideas
are accurately represented.
4. Weekly Content Quizzes (5%): A brief (5-10 min) quiz over the main
pedagogical and content ideas of the week will be administered once weekly (on
Wednesdays) to assess the progress you are making towards the course goals.
5. Class Presentations and Reflective Papers (25%): At least once, but most
likely twice or three times during the course of the semester, you will be expected
to teach a chemistry content lesson to your peers (or other audiences) lasting
between 20-30 minutes and reflecting upon the videotaped footage we will collect
for you. One of these presentations will be done as a co-teaching pair with one of
your colleagues. See Appendix A for more details on the expectations for this
assignment. In addition, you will be expected to present a 3-5 minute summary at
least four times during the semester of a relevant research study relevant to the
current course topic and offer coherent and logically-consistent strategies to
enhance the teaching of these ideas.
6. Midterm Examination (15%, Feb 28 tentatively): Mainly free response
prompts covering the range of topics, including pedagogical, content, and content
pedagogical material that was presented or assigned throughout the first half of
the course. You will also be expected to cite relevant research literature results
that address the topics addressed in the pedagogical portions of the exam.
7. Laboratory Safety Plan (5%): A typed plan including student training
procedures, lab safety assessments, chemical storage, cleanup, and disposal
directives, student lab safety contracts, and lab safety rules for a hypothetical high
school chemistry classroom.
8. Research Paper (10%): A typed 8-10 page paper summarizing the
misconceptions research literature of a fundamental concept or topic in general
chemistry (e.g. atomic structure, bonding, equilibrium, stoichiometry, kinetics,
thermodynamics) and the implications for teaching this idea.
9. Final Exam (10%): Comprehensive written exam covering the entire courses’
pedagogical material and the second half of the courses’ content.
Assessment:
Class Participation and Attendance
Weekly WebCT Reflection/Discussion Posts
Weekly Reflective Journal Entries
Weekly Content Quizzes
Class Presentations and Reflection Papers
Midterm
Laboratory Safety Plan
Research Paper
Final Exam
10%
10%
10%
5%
25%
15%
5%
10%
10%
Attendance: Mandatory due to the interactive and discussion-based format. Each
absence (excused or unexcused) beyond two for the semester will result in a deduction of
2% from the final grade. Each tardy (arriving late) will count as ½ of an absence.
Grading Scale:
>89.5%
79.5-89.4%
69.5-79.4%
59.5%-69.5%
<59.4%
A
B
C
D
F
Required Texts and Readings:
1. Chemists' Guide to Effective Teaching
Norbert J. Pienta
Melanie M. Cooper
Thomas J. Greenbowe
Publisher: Prentice Hall
Copyright: 2004
Format: Paper; 224 pp
ISBN-10:
0131493922
ISBN-13: 9780131493926
Required Materials:
1.
2.
3.
4.
A bound composition book
A scientific or graphing calculator
Two (2) or more MINI DV digital video tapes
At least two (2) blank CD-ROMS for video storage
Expected Roles:
Teacher:





Lead weekly discussions over assigned readings
Teach appropriate chemistry content
Write and assess weekly quizzes, midterm, and final exams
Supervise and provide feedback for field teaching experiences
Provide access to appropriate resources necessary for student success


Meet class at scheduled times
Mentor current and prospective chemistry education majors
Student:





Attend all scheduled class meetings
Complete all assigned readings prior to the discussion date
Actively participate in class discussions and activities
Reflect upon self and peer teaching experiences
Demonstrate content knowledge commensurate with course expectations
Course Highlights:
This course is directed towards those students who have a career interest in
teaching chemistry after graduating from KSU. Class meetings will include hands-on
activities where demonstrations and laboratory investigations are designed, enacted, and
assessed as well as discussions about research-based best practices in the presentation of
chemistry concepts to diverse student populations. Time will also be devoted to ensuring
that essential chemistry content such as electrochemistry, thermodynamics, kinetics, and
bonding are thoroughly understood so that they can be communicated effectively in the
classroom. Students may be given opportunities to teach current KSU students enrolled
in general chemistry laboratory courses under the supervision of a chemistry faculty
member.
A Note From the Department Chair (Dr. Dan Williams): Some general "fatherly"
advice: "W" grades on your transcript are a negative factor in evaluating your academic
performance. Some professional schools go through a transcript, substitute “F” for every
“W”, and recalculate the GPA. For all students, and especially for anyone serious about a
professional school of any kind, we would recommend that your transcript should show
no more than four "W" grades. Even if you have only four "W's" when you graduate, you
should have an excellent reason for each one of them (sickness, death in the family,
etc.).Please take your academic experience very seriously, and have a frank discussion
with an advisor about your strengths and weaknesses so that you do not waste time in an
area where you are not likely to be successful. Your instructors will do what they can to
help all students succeed, but each student has to do their part in the learning process. It is
very important to understand that a lot of "W" grades on your transcript is very negative.
You should decide during the "drop/add" period if you should stay in this course rather
than waiting until later in the semester when you will get a "W" if you withdraw then.
Important: Last day to withdraw without academic penalty is March 2, 2007, however a
W will appear on your transcript. Dropping after that date, a WF will appear which is
calculated as an F.
Computing Facilities:
There is a Science Computer Lab on the Second Floor of the Science Building. The
following programs are available on those computers : Chemical Bonding, Introduction
to General Chemistry, Molecules-3D (model building software), MathCad, An
Introduction to Lewis Structures, VSEPR Theory, Orbitals and Electrons.
Special Needs Students:
If you are a student with special needs as approved by the disAbled Student Support
Services office, you must indicate this to the instructor with the letter from the disAbled
Student Support Services office within the first two weeks of classes. After private
consultation with the instructor special testing will be provided.
University Policies
Late Registration: A $30.00 transaction fee will be charged for permission for late
registration after the regular drop/add has ended. If you wish to be added to a course that
is full, there may be an opening after the last drop date. In such a case, you have 2 days
to “late register” in order to get into the course. A $30.00 transaction fee will be charged.
Integrity: Every KSU student is responsible for upholding the provisions of the Student
Code of Conduct, as published in the Undergraduate Catalog. Section II of the Student
Code of Conduct addresses the University’s policy on academic honesty, including
provisions regarding plagiarism and cheating, unauthorized access to University
materials, misrepresentation / falsification of University records or academic work,
malicious removal, retention, or destruction of library materials, malicious / intentional
misuse of computer facilities and / or services, and misuse of student identification cards.
Incidents of alleged academic misconduct will be handled through the established
procedures of the University Judiciary Program, which includes either an “informal”
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing
procedure, which may subject a student to the Code of Conduct’s minimum one
semester suspension requirement.
Behavior: It is the purpose of the institution to provide a campus environment, which
encourages academic accomplishment, personal growth, and a spirit of understanding and
cooperation. An important part of maintaining such an environment is the commitment to
protect the health and safety of every member of the campus community. Belligerent,
abusive, profane, threatening and/or inappropriate behavior on the part of students is a
violation of the Kennesaw State University Student Conduct Regulations. Students who
are found guilty of such misconduct may be subject to immediate dismissal from the
institution. In addition, these violations of state law may also be subject to criminal action
beyond the University disciplinary process.
Appendix A
Mini-Lesson Guidelines:
Ok, so some structure for these activities you’re going to be doing over the next several
weeks.
1. Shoot for 20 minutes. Go over 30 min and risk me cutting you short.
2. Make it as student-centered as possible. Less you talk, the better.
3. Give the students a problem to consider, a task to complete, or a phenomenon to
investigate.
4. Let the students, either alone or in small groups, take a few minutes to think
about, talk about, and write about what they think will happen and why, from a
chemical standpoint.
5. Let the students explore, tinker, play, engage in the chemistry or activity for a few
minutes.
6. Ask the groups some culminating or “make sense of this” type question. Is what
happened what you thought would happen? Can you make sense of what you
witnessed? How would they explain the phenomenon to someone else in accurate
chemical terminology?
So the general pattern to follow is : POE (Predict, Observe, Explain) which is known
as a “learning cycle” approach in educationese.
Now, for some details:
1. I’d like you to go out to the web or other sources and find a demo or two that
looks fun, interesting, safe, challenging, fast, and cheap to do and come to me
with your ideas.
2. I have many “tried and true” activities if you just can’t get something or, in these
first few classes, not enough time to do the necessary research prior to presenting.
3. Think of some open ended, thought-provoking, “guiding questions” that you think
would be good ones for the class to consider. Look through your notes and
writing over the past few weeks for examples of these that have been used in our
activities.
4. Tell me what materials you’ll need and either I’ll get them for you, we can search
the chemistry stockroom, or you can get them, whatever’s easiest.
5. Plan on spending 30-60 minutes a day or two before class to PRACTICE the
activity and discuss the details with me.
6. Bring a 30 or 60 minute “MINI-DV” tape that I’ll record your lesson onto and
you can watch afterwards for your reflection paper.
Prior to the lesson:
1. You will turn into me a TYPED lesson plan and formative/summative assessment
for the students in your class.
2. You will provide me with any handouts that are appropriate for your lesson.
3. You will meet with me in my office to talk over content, lab safety, and pedagogy
details.
I’ll pass around the course calendar in class and you can sign up for one date in the next
few weeks and one later on in the semester, ok?
Don’t be scared or anxious beyond a “normal” amount. I will help you with whatever you
need, including setup, understanding the chemistry behind your activity, leading the
discussion, timing, etc. Your job is to find something that sounds fun for you to do with
the class and be willing to give this teaching thing a shot, ok?
Appendix B
Reflection Paper Guidelines
CHEM 3400/01
Spring 2007
Chemistry Teaching Methods
Reflection Paper Guidelines
As you write about your experience, try to include your thoughts on as many of these
prompts as possible. If you think about these ideas deeply and watch/listen to your tape
carefully, a 3-5 page or longer reflection paper shouldn’t be too difficult.
1. How were you feeling about the lesson prior to the time you presented it?
Looking back, could you have addressed any of these emotions? If so, how?
2. What were your general impressions of the lesson after having watched it? What
were the most striking features on the tape? Was it difficult to watch yourself
teach? Why or why not?
3. Going into the lesson, what were your primary goals/objectives? Were they
clearly stated or implied? How did you plan on assessing whether your goals
were met?
4. What evidence do you have for your goals being met or remaining unmet after the
lesson? Cite specific evidence from the video to justify your claims.
5. What was the most difficult challenge you faced as you prepared for the lesson
and how did you deal with it? Were you successful?
6. What was the most difficult challenge you faced DURING the lesson and how did
you address it? Were you successful?
7. Take a step back and identify the most effective/positive aspects of your lesson.
What went well and why? What are your major strengths and how were they
manifested?
8. Now, offer yourself some constructive criticism. What would you like to have
done differently? What aspects of the lesson weren’t so effective/positive and
why? What evidence do you have that you were ineffective in these respects?
9. How do you feel about your teaching ability now? Better, worse? Stronger,
weaker? Encouraged, frustrated? What traits of your favorite teachers do you
exhibit and which ones would you like to develop further?