A woman pushing play on an oversized remote control.

Why I use video to teach chemistry concepts


Helen Rogerson shares why and when videos are useful in the chemistry classroom

Education in Chemistry

Photograph of Education in Chemistry magazine. Image text: receive a free bimonthly copy of EiC when you register for Teach Chemistry

A woman pushing play on an oversized remote control.

Why I use video to teach chemistry concepts


Helen Rogerson shares why and when videos are useful in the chemistry classroom

A small man pushes the stop button on a huge remote control

Why I don’t use video to explain chemistry concepts


Discover Adam Boxer’s reasons for favouring a teacher’s explanation over a video

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Reduce your workload with ChatGPT


Use these tried-and-tested tips to save time and boost your teaching practice

  • Demonstrate concentration and density with a transition metal colloid cell

  • Highlight transition metal chemistry with an oscillating luminol reaction

  • Reversible reactions with transition metal complexes

  • Demonstrate changes of state using volume differences

  • Creating a supersaturated gas evolving oscillator

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3 ways to boost knowledge transfer and retention


Apply these evidence-informed cognitive processes to ensure your learners get ahead

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Boost maths skills to improve chemistry learning


Use these evidence-based tips to help your learners get ahead with chemical calculations

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Support student sensemaking through directed dialogue


Discover how to encourage effective classroom conversation to boost student understanding

Hands of different colours contribute sheets of paper to make up a shape of a chemical flask

Making science teaching more inclusive


Let’s introduce more representative examples in our chemistry classrooms

A chemistry teacher in a lab coat speaking with two students

Why we need to show students teaching is a first-choice career


And you can help solve the teacher recruitment crisis from your classroom

A cartoon of school students wearing lab coats carrying pieces of a jigsaw showing the elements of a practical chemistry investigation

How teachers are overcoming the challenges of assignments in Scotland


Teacher Laura Scoular considers what the reintroduction means for teaching staff and students

  • How to teach atmospheric chemistry at 14–16

  • How to teach chemistry through electrostatics at post-16

  • How to teach equilibrium constants at 14–16

  • Everything you need to teach atomic structure and periodicity at post-16

  • How to teach reversible reactions and equilibrium at 14–16

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High levels of nanoplastics found in bottled water

Unbottle the truth of what’s inside your drinking water

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Tropical birds bear brunt of gold mining impact

Birds pay the environmental price for metal extraction

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The chemicals cost crisis

As prices rise fast, some schools reluctantly cut back on practical work

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Nanoparticles answer an alchemical mystery

Gold nanoparticles explain the mystery of why fulminating gold explodes with a purple plume of smoke

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