Can you convert it into the, like, layman's terms? What do you mean when you say that we wanna focus on authentic phenomenon and practice in our classrooms?

Yeah, so the idea is that traditionally, uh, when you go into, particularly at the introductory level, uh, you, if you went to chemistry classroom, you will see students working on stoichiometry problems, building electron configurations, you know, building Lewis structures, but typically in a decontextualized way.

So it is not necessarily linked to why is that important, in g- in which context it is important, uh, why are we doing this.

So we, we would say that that is not an authentic way of presenting chemistry because chemistry is a very applied science, it's very useful in many different contexts, and all these concepts that we are trying the students to learn, uh, we would like them not just to know them.

We would like them to be able to connect them to how they are useful to think about the world, solve problems in the world, make decisions in the world.

So when we say we would like chemistry to be more f- centered on authentic phenomena, what we are trying to convey is the idea is that we should look for those, uh, problems, phenomena in our world in which chemistry is very useful to think about and solve, and we should then use them to center, to anchor our instruction, uh, so that the need to know comes from the need to understand these very relevant problems or phenomenon.

That's what I would say that is making chemistry more centered in authentic problems and not just in our favorite problems, no? We love the idea-

[laughs]