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The ICUC and the Benefits of an International Chemistry Education Organization
Abstract
Individuals with a very different cultural background but with a common enthusiasm for teaching chemistry in the best way possible and the desire to share their points of view and experiences along their academic careers are the main ingredients to create a successful center of information where everyone can benefit from each other member. ICUC is the answer for many academic needs that teachers share worldwide particularly when they are in charge of teaching the first course of chemistry to youngsters that are not necessarily interested in the subject; despite this lack of interest, teachers will try to give them the basic chemistry tools to become citizens that will use this knowledge to take better decision. In this article we show some testimonies by Chemistry teachers from different countries about how a center like ICUC serves as a great option to get better results in their day to day teaching activities.
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The relationship between departments of chemistry and departments of
education is sometimes strained or occasionally hostile. However, it is
becoming increasingly clear that meeting the science learning needs of
new or experienced teachers requires that these often opposing
educational forces find common ground and establish ways to work
together in a synergistic relationship. Forging solid working
relationships between professional chemists and educators of teachers is
beneficial in terms of the content and process of teacher education.
Such relationships are also becoming a prerequisite for getting state
and federal funding. For example, the Nebraska Coordinating Commission
for Postsecondary Education requires "a joint effort of that [teacher
education] program and the school or department of a specialized
discipline [chemistry, in our case] in which the professional
development would be provided" (1). The Federal Eisenhower Title II
funding focus is also shifting from inservice (with practicing teachers)
to preservice (with prospective teachers). All these changes mean that
chemistry faculty will develop closer ties with teacher education
faculty in a joint desire to improve education. In this paper we discuss
the collaboratively planned and taught University of Nebraska - Lincoln
(UNL) course Chemistry 195, Chemistry for Elementary Education Majors.
The three-credit course, one of four science courses developed for
elementary education majors at UNL, was developed with funding from the
Howard Hughes Medical Institute and the university.
The Orange Juice Clock, in which a galvanic cell is made from the combination of a magnesium strip, a cop- per strip, and juice in a beaker, has been a popular class- room, conference, and workshop demonstration for nearly 10 years. It is widely enjoyed because it shows visually how chemistry—or more precisely, electrochem- istry—is responsible for the very common phenomenon of a clock ticking. The chemistry of the process can also be understood on a variety of levels, from middle school (simple electron flow in a circuit, Ohm's law) and high school (reduction/oxidation and standard cell potentials) to first-year college (cell potential at nonideal conditions) and graduate school courses (overpotential and charge transfer across interfaces.) The discussion that follows considers the recent history, chemistry, and educational uses of the demonstration.
These logic puzzles were field-tested with a diverse audience in the general chemistry classes at the University of Nebraska-Lincoln and were found to be challenging and fairly enjoyable. In this paper we describe and give several examples of logic puzzles. Keywords (Audience): High School / Introductory Chemistry
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CREDIT: GETTY IMAGES
Katrin Schafer and Yun Ying will probably never cross paths. But if the 48-year-old biological anthropologist at the University of Vienna, Austria, and the 82-year-old physics educator at Southeast University in Nanjing, China, chanced to meet at a
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- R Domiguez-Danache
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- J Grundman
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- R Domínguez
- P B Kelter
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- R Domínguez
- C M Castro-Acuña
- P B Kelter
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- J Vestal
- C M Castro-Acuña
- R Domínguez-Danache
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Aspectos principales a considerar en el diseño de programas para la enseñanza de la ciencia (particularmente química y tecnología), útiles para una opción de desarrollo sustentable. Contexto: proyectos educativos integrales (PEI)
- J M Abraham
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- P Kelter
Education in Science and Technology Based on Integrated Educational Projects
- J M Abraham
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Learning Science with Logic Puzzles
- R Dominguez
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- R Dominguez
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One Philosophy in Two Countries: Common Ground, Common Programs between Long-Time Friends
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The International Center for First-Year Undergraduate Chemistry Education
- Icuc Newsletters