Abstract
<jats:p>This chapter advocates for anchoring chemistry education in the core disciplinary practices that define the field: Chemical Analysis, Chemical Control, Chemical Modeling, and Chemical Synthesis. It challenges traditional curricular structures that emphasize compartmentalized content over authentic engagement with the purposes and methods of chemistry. The chapter defines each practice, illustrating how it gives context and purpose to central chemical ideas and demonstrates their integration in real-world problem-solving. Chemical Analysis is presented as the practice of identifying and quantifying substances through energy–matter interactions. Chemical Control involves manipulating reaction conditions to influence outcomes. Chemical Modeling is highlighted as a central reasoning tool for explanation and prediction, while Chemical Synthesis involves constructing new materials and technologies. The chapter calls for curriculum and instruction that engage students in these practices through context-based, problem-oriented learning, enabling them to connect abstract ideas to practical applications. It critiques the persistence of tradition-bound pedagogies and proposes a shift toward a more meaningful, inclusive, and evidence-based approach. The Chemical Thinking curriculum is offered as an example of how to integrate these disciplinary practices with essential questions, fostering deeper understanding and purposeful learning in chemistry education.</jats:p>