Chemistry Education Fostering Creativity in the Digital Era

Abstract

Renewing undergraduate education in the chemical sciences to foster creativity using research, visualization and connectivity resources has substantial benefits, but requires changes in the curriculum and teaching methodology as well as in conventional university teaching and academic human resource policies.

Look better. Single atoms in chemistry, and single atoms in physics

“…[42] Since visualization helps scientists in general "to envisage new possibilities by imagining certain spatial and physical properties and operations", [14] it follows that by expanding and enhancing visualization abilities we can help scientists, and chemists in particular, to envisage more possibilities and creation of new substances and functional materials. [2,4,12] Observing that "fruitful progress is often made at the fuzzy interface between disciplines; and because great discoveries were often associated with the ability of the researcher to look at a problem from an angle which is outside her own discipline" we concluded in 2010 that "collaboration with biologists, physicists, geologists etc. seeking the advice of chemists is and will increasingly be a feature common to leading chemical researchers".…”

“…[3] Drawing examples from different areas of chemistry, we have lately shown how visualization can be effectively used alongside with recent research outcomes and digital connectivity tools to enhance chemistry education with the aim to foster creativity in chemistry. [4] Similar concepts are already used to improve chemistry education and enhance its attractiveness. For example, in some Switzerland's high schools "recent research work" is used to make chemistry "live, colourful and vivid to students, i.e.…”