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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How your teaching can equip students to recognise and ward off misinformation
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Understanding why chemistry is important boosts results
Use simple interventions to help students work out the real-life reasons why it is important to study chemistry
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5 tips for teaching VSEPR theory
Use the latest research to help your students form correct mental images when predicting molecular geometries
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Using student-generated animations to assess conceptions
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
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
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
Follow these tips to engage students with learning processes
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Research points the way to help teach Maxwell—Boltzmann distributions
How to avoid faulty knowledge application by students when teaching distributions of states
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Philosophical discussion promotes confidence in the classroom
How encouraging students to engage in philosophical dialogue can yield surprising results
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Choose chemical representations carefully
How the combination of representations you use impacts your students’ learning
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Which is best: practical or simulation?
Students interact with practicals and simulations differently, but does one approach come with better learning outcomes?
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Probing difficulties with quantum atomic models
What you can do to make grasping atomic representations easier
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Retaining knowledge from practicals
Research shows how a novel pedagogy aids the retention of learning over time
