There is a long tradition of chemical education research in the ICE organization. Beginning in 1983, ICE has pioneered development and testing of hands-on science learning materials and computer-based instructional strategies.
Development of computer-based materials dates back to 1982 and the efforts of Project SERAPHIM to develop and disseminate materials to high school teachers. The early work of Project SERAPHIM consisted of information about using technology and computers as well as the development and dissemination of computerized teaching materials, distributed around the world. SERAPHIM’s work grew into Journal of Chemical Education: Software (JCE: Software) as the discipline matured and in order to give peer-reviewed publication credit to the individual authors.
Rapid changes in the use and acceptance of technology-based learning materials has led us to be part of NSF’s National STEM Distributed Learning (NSDL) project, first as JCE DLib and then as the ChemEd DL (Chemical Education Digital Library), a major effort to collect, organize, develop, and share chemistry resources online.
ICE has pioneered the development of hands-on science kits and how-to activities and guides in materials science and nanoscience. Outcomes from ICE research projects are reflected in the teaching of chemistry in classrooms and informal science education programs around the world.
PAST RESEARCH PROJECTS:
By incorporating research-based lab experiments into undergraduate courses, we hope to have a positive impact on students’ perceptions of and attitudes toward scientific research. This reaction is an example of the synthesis of a cationic gemini surfactant. (J. Phys. Chem. 1996, 100, 11664–11671.) Click the picture to see a larger version. Surfactants have a variety of applications, including wide usage in cleaning products.
FROM THE BENCH TO THE BLACKBOARD
Project Led by Mary Beth Anzovino
What are students’ opinions of and attitudes toward research, in general and specifically here at UW–Madison? From the Bench to the Blackboard has explored this question. It has incorporated research from the labs of faculty members in chemistry and chemical engineering into experiments in the introductory chemistry lab course. This course serves students in a wide variety of majors, and a diverse student base.
Experimenting with Synthesis and Analysis of Cationic Gemini Surfactants in a Second-Semester General Chemistry Laboratory
Mary E. Anzovino, Andrew E. Greenberg, and John W. Moore
J. Chem. Educ., 2015, 92 (3), pp 524–528
DOI: 10.1021/ed500395u
Development and utilization of the AASRI: Assessing student awareness of and attitudes toward scientific research
Mary E Anzovino, Andrew E Greenberg, John W Moore
ABSTRACTS OF PAPERS OF THE AMERICAN CHEMICAL SOCIETY
Volume 247
TEACHING THROUGH DEBATE AND CONSENSUS
Project Led by Angela Jones
Nanotechnology has the potential to significantly impact all areas of science and engineering. Consumer products that benefit from advances in nanotechnology are already on the market. Small Science, Big Decisions engages adults in the discussion of the beneficial applications and potential risks of nanotechnology in areas of health care, energy, defense, and others. It uses materials originally developed by Jeanne Nye for middle-school students. These have been updated and expanded for an adult audience. The result is the Small Science, Big Decisions: A Nanotechnology Outreach Experience. Through deliberation and consensus, participants have an opportunity to fill the role of the Nanoscale Science, Engineering and Technology Subcommittee of the National Science and Technology Council’s Committee on Technology. Our materials introduce the relatively young field of nanotechnology; participants construct testimony in support of an area of nanotechnology research and then debate the distribution of funds for all areas of nanotechnology research.
Using a Deliberative Exercise To Foster Public Engagement in Nanotechnology
Angela R. Jones, Ashley A. Anderson, Sara K. Yeo, Andrew E. Greenberg, Dominique Brossard, and John W. Moore
J. Chem. Educ., 2014, 91 (2), pp 179–187
DOI: 10.1021/ed400517q