The aim of this study was to investigate how to develop prospective chemistry teachers' TPACK and thus qualify them for the effective use of educational technology in their future chemistry teaching. For this purpose, we developed and evaluated a university seminar for the professional development of preservice chemistry teachers. We implemented…

The transition from general chemistry to organic chemistry is challenging for many students. To succeed, students must remember their foundational chemistry skills and effectively transfer that knowledge into the context of organic chemistry. However, this transition is often hindered by many obstacles: (1) lack of prerequisite knowledge, (2) lack…

On-demand video has become a seamless part of the fabric of information consumption. Initially inspired by the popularity of video guides for practical skills such as cooking and DIY, instructional videos were developed for equipment used in the first-year chemical engineering undergraduate teaching laboratory at Imperial College London. During…

Large introductory STEM courses have a reputation as "weed out" classes. These classes and their laboratory components are more often viewed by students as hurdles to overcome than valuable learning experiences relevant to their future careers. This perception especially impacts students who have a lower science identity and…

An online video library comprising three different types of videos was used intensively by bachelor-level students before and throughout an introductory organic chemistry laboratory course, when presented and assigned to the experiments appropriately. An empirical study (N = 103) revealed that the utilization of videos and preferences for video…