Digital Learning and Teaching in Chemistry—What We Know and What We Wish to Investigate Further

Abstract

Researchers and teachers worldwide seek creative and efficient ways to move from teacher- to student-centred classrooms, as well as to switch the mostly summative, assessment of learning, to a more formative, assessment for learning. This is especially necessary for online and digital learning environments in chemistry. This book provides high-school teachers, and university lecturers and instructors with theory and practice to support their pedagogical decisions regarding engaging in online, or virtual, teaching, learning, and assessment methods for chemistry courses. Technology has been integrated into classrooms with varying degrees of success, and the COVID-19 pandemic has forced educators to turn to digital learning to support their students. This book is motivated by a desire to collect and share effective and cutting-edge practices in teaching chemistry digitally. Furthermore, teaching chemistry digitally has the potential to bring greater equity to the field of chemistry education and foster access to quality learning, and this book will contribute to that goal. With more than 70 authors from nine countries, our book presents the ways digital learning and teaching of chemistry are being implemented around the world. At the same time, because of the universal nature of technology, the topics shared in this book will apply to chemistry teachers, researchers, and learners globally.