As chemistry educators, we are called to not only help our students negotiate the algorithmic complexities intrinsic to the discipline, but perhaps more importantly, work towards a deep conceptual understanding of matter and its interactions. Helping our students bridge this qualitative-quantitative gap makes chemistry education a daunting but highly rewarding vocation. Current movements such as revised AP curricula and the Next Generation Science Standards provide a framework for this process, however cultivating a culture of curiosity and discovery in the context of chemistry's complexities calls the chemistry teacher, more than ever to see the profession as both an art and a science. This keynote will detail one chemistry educators journey into this process and make a case for the art of chemistry education.
Sparking student curiosity around a chemistry topic doesn't always have to be done using an exciting classroom demonstration or perplexing video clip. Although such mediums can be useful in stimulating student questioning around chemistry phenomena, sometimes simple adjustments to the way in which information is presented can be can make all the difference. During this session participants will be exposed to a variety of research-based strategies to help elicit student questioning and and spark authentic student curiosity around a certain topic or idea.