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.
Practical demo gone wrong in the chemistry lab? Here’s how to save the day
Critical thinking and research task, reflecting on the science and societal views surrounding drugs and their development
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
Students are expected to understand that scientific knowledge develops based on new evidence – here are four ways to illustrate how science advances
Scaffold moles to build confidence
Approaches that build students’ understanding of practical work over time