One hundred and fifty years of chemical education research provides critical insight to questions about what chemistry students need to know and how they learn it best. But how much has our chemistry teaching practice changed in light of that knowledge?In this talk we will travel from 1857 to 2013 to review chemical education landmarks and the patterns they suggest. From Porter's �Principles of Chemistry� (1857), to Charles W. Eliot and Frank H. Storer's �Manual of Inorganic Chemistry� (1871), to Mabery (Harvard & Case) (1893), to Steele's �A Fourteen Weeks Course in Chemistry� (1876), to the 1960s ChemStudy project lead by Pimentel, to the work of Tom Greenbowe and others over the last three decades, leading the way in the use of visualizations to explain chemical concepts.Effective active learning methods for chemistry classroom and lab have a deep and well-regarded history. In spite of this, �chalk and talk� presentations with few visuals and little student interaction are still common in the chemistry classroom. Why? And how can we change the dynamic? Figure 1. <img src='https://acs-archive-assets2.s3.amazonaws.com/240nm/uploads/43259_equation.jpg' alt='' />

History and theory of visualizations in teaching chemistry: Examining the impact of Tom Greenbowe and other chemical heroes

247th National Meeting (2014)

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