In introductory chemistry courses, should students be encouraged to solve problems by reasoning based on conceptual understanding or by applying memorized facts and algorithms? Cognitive scientists have recently studied this issue with the assistance of new technologies. In the current consensus model for cognition, during problem solving the brain relies on ''working memory'' to sequentially process small elements of knowledge. Working memory is able to hold and manipulate virtually all elements that can be recalled ''with automaticity'' from long-term memory, but very few elements that are not recallable. As one consequence, students can reliably solve well-structured science problems only if most of the facts and algorithms needed to solve the problem have previously been well memorized. To achieve automaticity in recall, facts and procedures must be committed to memory (assimilated) and then tagged with associations to other knowledge (accommodated) in the brain's conceptual frameworks. Accommodation can be assisted by guided inquiry. Articles citing methods that can assist students in the development of automaticity are listed, and implications for chemistry instruction are discussed.

Chemistry educator Alex H. Johnstone is perhaps best known for his insight that chemistry is best explained using macroscopic, submicroscopic, and symbolic perspectives. But in his writings, he stressed a broader thesis, namely that teaching should be guided by scientific research on how the brain learns: cognitive science. Since Johnstone’s retirement, science’s understanding of learning has progressed rapidly. A surprising discovery has been when solving chemistry problems of any complexity, reasoning does not work: students must apply very-well-memorized facts and algorithms. Following Johnstone’s advice, we review recent discoveries of cognitive science research. Instructional strategies are recommended that cognitive studies have shown help students learn chemistry.

Studies in cognitive science have verified that working memory (where the brain solves problems) can manipulate nearly all elements of knowledge that can be recalled automatically from long-term memory, but only a few elements that have not previously been well memorized. Research in reading comprehension has found that "lecture notes with clicker questions" can move a portion of lecture content to homework. By applying these findings to the design of homework-tutorials for students, under the right conditions, we found that time for active learning during lecture increased and student achievement measurably improved. Factors that have affected the outcome of our experiments are discussed. This communication summarizes one of the invited papers to the ConfChem online conference Flipped Classroom, held from May 9 to June 12, 2014 and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE). C an more time be created during class for demonstrations, discussions, and challenging problem solving? In this communication, we report on experiments to increase time for instructor-guided active learning without having to videotape lectures. For sections of preparatory, GOB, engineering, and general chemistry, "lecture-note tutorials" were written that "flip" delivery of portions of lecture content to study time. To be instructionally effective as homework, the tutorials were designed to align with findings of recent cognitive research.

Student success in both general chemistry and upper-level chemistry courses requires the application of previously learned skills for carrying out calculations in exercises and problem solving. Students with weaknesses in mathematics often struggle in their chemistry courses. The Fall 2017 ConfChem conference, Mathematics in Undergraduate Chemistry Instruction, was held from October 26 through November 27, 2017, and contained eight papers that discussed a variety of approaches developed by instructors to facilitate student success with using mathematics in their chemistry courses. This report provides an introduction to the ConfChem 2017 conference and invites readers to participate in future discussions about how chemistry faculty members can empower student success with the mathematical skills needed for their chemistry courses.

During the past decade, cognitive scientists have reached a consensus that when solving problems in mathematics and the physical sciences, the brain must rely almost entirely on the application of facts and algorithms that have previously been overlearned (thoroughly memorized). Since 1990, however, K−12 math standards in most U.S. states assumed that, with access to calculators and computers, memorization in math could be de-emphasized. As a result, many current students have extensive deficits in math that is prerequisite for chemistry. Evidence indicates, however, that if math fundamentals are moved into memory just before they are needed in chemistry, student success improves substantially. This report summarizes one of the invited papers to the ConfChem online conference on Mathematics in Undergraduate Chemistry Instruction, held from October 23 to November 27, 2017, and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE). The entire paper and discussion are provided in the Supporting Information.