Will 2020 Be an Inflection Point in the Trajectory of Chemistry Teaching and Learning?

Abstract

The year 2020 has presented myriad disruptive challenges to society, and chemistry education has not been spared the disruption. Naturally enough in times of uncertainty, changes have been made in chemistry teaching to meet the demands of the moment. Whether those changes will last, revert to a previous form, or be a harbinger of even more dramatic change that lies ahead is a question that merits consideration. Looking at how chemistry educators have responded creatively to several aspects of the teaching and learning that have been reported in the Journal might help frame some of the conversation about what change is desired or needed moving forward.