Wood and Breyfogle explain how the instructional design of their classroom has led to improvements in some student-learning outcomes using the Classroom Performance System (CPS). Probably the best features of this type of engagement are that students are connected with the content being taught, there is virtually instantaneous feedback, and (at least in this study) students reported overwhelmingly a positive opinion about using CPS. This useful technology is relatively new to the classroom, but technology alone will not cure all our instructional ills. Wood and Breyfogle found that for one question on their survey a greater fraction of their sample of students answered incorrectly after instruction than before. Only 4 of 29 students were actually able to determine the correct number of atoms given the number of moles in a balanced equation and the subscript of O₂.

The mere use of technology is not going to eliminate persistent misconceptions. As facilitators of instruction, we all need to pay attention to what can help us improve teaching and learning. As Wood and Breyfogle, and also Whitfield point out, the biggest first step is to challenge students to become dissatisfied with their currently held concepts. Simple demonstrations, bridging analogies, and instructional applications are examples of best practices that have been used to challenge students to address their deep-seated misconceptions.

Using the Web to find an answer to the query of the moment is almost the first method that someone thinks about today. I’ve even found myself telling students, “Just Google it”—something that I would never have thought of just a few years ago. Classroom technology as we know it is changing and will continue to change and we need to be ready. As effective teachers we need to be getting ourselves familiar with what technologies and teaching resources are available and worthwhile. A good example that you can use to get started or simply expand your repertoire of available search engines is the Web-based JCE Index online—a user-friendly search engine that allows you to access articles from current and past issues by entering either an author’s name, an article title, or a keyword.

Linking students’ experiences to real-world analogies and events can also improve learning. Many of the articles in this issue of the Journal highlight fluorescence. Some neat JCE DigiDemos: Tested Demonstrations (1, 2, 3) illustrate fluorescence. Muyskens’ demonstration appears really cool and engaging. The accompanying JCE Classroom Activity explains how to use shavings of narra wood to make a solution that will fluoresce under a UV black light. This activity is a great way to introduce students to the ability of natural substances to absorb light of one wavelength and emit light of another wavelength. Other examples of commercially available products that can be used to illustrate fluorescence include tonic water and sunscreens. Engaging students to learn chemistry by using technology and real-world substances brings together different types of instructional tools and may help correct persistent misconceptions.

Summertime Plans

Have you made your plans for attending the 19th BCCE July 30–August 3, 2006? More information is available online (accessed Mar 2006). The gathering is less than three months away. It is also time to start thinking about your trip to my home institution next summer. Please, add ChemEd 07 at The University of North Texas to your calendar (accessed Mar 2006) for conference details.