Michael Seery
Michael is a reader in chemistry education at the University of Edinburgh. He has interests in technology enhanced learning, laboratory education, and issues around dealing with different levels of prior knowledge in the teaching of chemistry. He writes for Education in Chemistry, as well as maintaining his own blog.
Beyond chemistry, Michael’s interests are early nineteenth century history and exploring the countryside.
FeatureMake the most of practical work
How to use reverse storyboarding and lab roles to optimise practicals
FeatureTake it easy on the equations. Let me explain …
Our current approach to teaching physical chemistry is not working
ReviewInnovative uses of assessments for teaching and research
A well-grounded and comprehensive consideration of assessment in chemistry
FeatureMaking chemical language easy
Ann Marie Farrell and Michael Seery consider how to meet students’ language and literacy needs within chemistry
ReviewInquiry-based learning for multidisciplinary programs: a conceptual and practical resource for educators
Integrating IBL into the curricula
FeatureLearning to write in chemistry
Michael Seery highlights the importance of carefully-designed writing activities in enabling students to build their scientific writing skills
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OpinionThe community of chemistry education research
Michael Seery talks about being part of the chemistry education research community in the UK and Ireland
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OpinionWhat does research say about flipped teaching?
Michael Seery explores the flip side of traditional lectures
FeaturePutting chemistry in context
Michael Seery turns the traditional teaching ladder on its side, and suggests that context-based learning may better suit students’ needs
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Event NewsVariety in Chemistry Education 2015
Michael Seery reports from the conference for chemistry teaching and learning in higher education
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OpinionWe are failing our students and society
Michael Seery discusses how to teach students that won't become chemists
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OpinionWe need to talk about VLEs
What do we use VLEs for? Michael Seery discusses the ubiquitous classroom tool
OpinionThe case for inquiry-based learning
Michael Seery continues his critical look at inquiry-based learning
OpinionThe case against inquiry-based learning
Michael Seery takes a critical look at inquiry-based learning
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