Emily Rose Seeber
Emily is a fomer chemistry teacher and head of science. She is currently studying for a PhD in teacher education at the University of Michigan, where she supports beginning teachers, undergraduate and graduate students with diverse educational backgrounds. Her research focus is on network and systems which centre teacher learning. Recent studies have included understanding teacher learning within organisational routines, such as curriculum adoption processes. She sees this focus on teaching learning as central to social justice efforts in science education.
IdeasTackle poverty in chemistry lessons
Link the science you teach in your classroom to poverty and inequality targeted by the UN’s SDGs
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Justice and injustice in chemistry: aspirin and other drugs | 16–18 years
Critical thinking and research task, reflecting on the science and societal views surrounding drugs and their development
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Explaining observations in energetics quiz
Get your 11–14 students applying their rates of reactions knowledge to new contexts
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3 ideas to make the most of an hour for practical work
Time in the lab is valuable. Try these three tried-and-tested ways to squeeze the most out of every precious minute of your practical lessons
- Maths
How to approach graphs in chemistry
Help your students turn graphs from pictures into mathematical objects
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Encourage pupils to examine the evidence
How to structure lessons to get your students to look at ‘the science’ and pick out supporting reasons
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How to use a visualiser for successful lessons
From zooming in on chemical phenomena to explaining marking schemes, try these teacher-tested approaches
- Maths
Working with standard form
How your students can master standard form to help them solve chemistry problems
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Help students grasp the evolving nature of science
Students are expected to understand that scientific knowledge develops based on new evidence – here are four ways to illustrate how science advances
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Quick wins to deepen students' grasp of practical procedures
Approaches that build students’ understanding of practical work over time
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Enabling students to learn from practical work
Design your practical course for deeper student understanding
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Help students evaluate experiments
Tips to get all students suggesting improvements to practicals
