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Progress in Practice: Three Plenaries I Richard N. Zare, Enhance, Enable, and Elucidate

  • In the Classroom
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The Chemical Educator

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Authors and Affiliations

  1. Department of Chemistry, The University of Michigan, Ann Arbor, Michigan, 48109-1055

    BRIAN P. COPPOLA

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  1. BRIAN P. COPPOLA
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Correspondence to BRIAN P. COPPOLA.

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Individuals involved in curriculum design often introduce new, modified, or applied ideas about instruction that span from classroom methods to philosophies of education. In this series, we examine progress in chemical education that is related to actual practices, and where many recommendations have originated from areas in higher education that exist alongside of and overlap with chemistry. Rather than an exhaustive review, we will select examples, background, and vocabulary that may either invite interested newcomers to explore a different area in their teaching, or provide language and precedent for individuals who wish to contextualize ideas they have developed independently.

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COPPOLA, B.P. Progress in Practice: Three Plenaries I Richard N. Zare, Enhance, Enable, and Elucidate. Chem. Educator 3, 1–8 (1998). https://doi.org/10.1007/s00897980215a

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  • DOI: https://doi.org/10.1007/s00897980215a

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