David Read

David is a principal teaching fellow in chemistry at the University of Southampton: previously, he was a secondary science teacher at Theale Green Community School, just outside Reading, UK.

In 2007, he was appointed as a Royal Society of Chemistry School Teacher Fellow at Southampton. David is currently the director of outreach and head of the chemistry education group. His other role is Science Foundation Year Programme Leader, where he teaches the chemistry component of the course.

David received a Vice-Chancellor’s Teaching Award in 2008 for his role in integrating new forms of learning technology in the delivery of chemistry teaching. This was followed in 2010 by the RSC’s Higher Education Teaching Award and the 'Most effective use of video' award from the Association for Learning Technology.

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News
Using student-generated animations to assess conceptions
2021-04-15T10:24:00
Harness the power of PowerPoint when teaching molecular motion to identify misconceptions and help students better understand the sub-microscopic world
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5 tips for approaching formative assessment
2021-02-18T09:43:00
Use these research-informed teaching tips to better uncover your classes’ core chemical thinking
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This is why you should teach metacognition explicitly
2020-12-17T09:56:00
Research-based tips to ensure that metacognitive strategies become a life-long part of your students’ study skills
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Harness self-regulation to nurture independent study skills
2020-10-29T10:15:00
Follow these tips to engage students with learning processes
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Concept maps and creative exercises: the dream team?
2020-07-29T09:01:00
Two tools are better than one
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How to build pedagogical content knowledge
2020-07-27T09:26:00
How research translates into classroom practice
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Making effective use of collaborative learning
2020-06-16T09:14:00
Get group tasks right and boost student learning
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Research points the way to help teach Maxwell—Boltzmann distributions
2020-03-19T10:31:00
How to avoid faulty knowledge application by students when teaching distributions of states
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Philosophical discussion promotes confidence in the classroom
2020-01-23T09:24:00
How encouraging students to engage in philosophical dialogue can yield surprising results
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Choose chemical representations carefully
2019-12-12T10:49:00
How the combination of representations you use impacts your students’ learning
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Which is best: practical or simulation?
2019-09-25T13:44:00
Students interact with practicals and simulations differently, but does one approach come with better learning outcomes?
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Animations boost learning
2019-08-20T12:09:00
And reduce cognitive load
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Tackling spectroscopy
2019-06-06T12:17:00
Get your students reading spectra like pros
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Probing difficulties with quantum atomic models
2019-04-04T09:47:00
What you can do to make grasping atomic representations easier
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Critical thinking in the lab (and beyond)
2019-01-24T09:49:00
Improving existing practicals
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Retaining knowledge from practicals
2018-11-27T14:16:00
Research shows how a novel pedagogy aids the retention of learning over time
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Structuring content for better learning
2018-10-25T09:29:00
Helping pupils climb the learning ladder
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Avoiding bonding misconceptions
2018-09-19T11:40:00
The octet rule still dominates
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What makes a good teacher?
2018-06-07T09:37:00
Database of teaching strategies for chemistry topics launched
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Dunning-Kruger: the gap between prediction and performance
2018-03-19T14:15:00
Improve expectations to improve learning