Thematische Bibliographien / Chemistry, study and teaching

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Auswahl der wissenschaftlichen Literatur zum Thema „Chemistry, study and teaching“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 1. August 2024

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Zeitschriftenartikel zum Thema "Chemistry, study and teaching"

Ware, Sylvia A. „Teaching chemistry from a societal perspective“. Pure and Applied Chemistry 73, Nr. 7 (01.07.2001): 1209–14. http://dx.doi.org/10.1351/pac200173071209.

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Chemistry and chemical technology contribute to the quality of life on this planet in many areas: health, nutrition, agriculture, transportation, materials and energy production, and industrial development. Chemistry is at its most useful to society when chemists and non-chemists with decision-making responsibilities work with mutual understanding to address the chemistry-related issues facing their communities. Thus, it would seem obvious that all who study chemistry should learn about the interactions of chemistry and society as an integral part of their classroom instruction. However, historically, the tendency worldwide has been to include societal content in chemistry courses only at the lower secondary level. This is changing. This paper explores instructional materials developed by the American Chemical Society that place chemistry in its societal context for high school and college students. This includes a discussion of green chemistry materials that introduce students to the concepts associated with developing environmentally benign processes and products.

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Ищенко und A. Ishchenko. „To the question about the necessity of descriptive geometry and graphics teaching for chemists and chemistry technologists“. Geometry & Graphics 1, Nr. 2 (25.07.2013): 6–7. http://dx.doi.org/10.12737/776.

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The vital necessity of descriptive geometry and graphic study by students which are training in the specialties of chemist and chemistry technologist is shown. It is concluded that any engineering and scientific creativity in modern chemistry as the science of materials, structural chemistry and chemical dynamics of molecular systems’ interaction process is impossible without the foundations of descriptive geometry, which forms and develops the human spatial thinking. The discovery of conformational transitions in molecules and, in the future, conformational analysis, has predetermined the broad use of descriptive geometry methods in the chemical science. The modern chemistry’s state analysis is leading to conclusion that at present time the descriptive geometry is needed in the educational program of modern chemist and chemistry technologist.

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Duffus, John H., und Howard G. J. Worth. „Toxicology and the environment: An IUPAC teaching program for chemists“. Pure and Applied Chemistry 78, Nr. 11 (01.01.2006): 2043–50. http://dx.doi.org/10.1351/pac200678112043.

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Increasingly, chemists are faced with legislation requiring assessment of hazard and risk associated with the production, use, and disposal of chemicals. In addition, the general public are concerned about the dangers that they hear may result from the widespread use of chemicals. They look to the chemist for explanations and assume that chemists understand such matters. When they discover that chemists are often ignorant of the potential of chemicals to cause harm, their confidence in the profession is lost and chemophobia may result. In 1993, IUPAC agreed on a joint project between the Toxicology Commission and the Committee on Teaching of Chemistry to address the issue of the teaching of toxicology in the chemistry curriculum. Part of the project was a distance learning program, which is available through the Internet and on CD.1 The program currently consists of seven modules, one of which deals specifically with environmental toxicology. The contents of each unit will be explained as each has some input into environmental matters and green/sustainable chemistry. The program is aimed at teacher and student alike, and each module has self-assessment exercises at the end of the module. Additionally, there is material on health and safety, ethical matters, and a case study of the use of dichlorodiphenyltrichloroethane (DDT).

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Mirabueno, Dolores C., und Edwehna Elinore S. Paderna. „The Taxonomy of Predict-Observe-Explain (POE) as a Teaching Strategy and Thinking Process of Chemistry Stakeholders“. International Journal of Studies in Education and Science 5, Nr. 4 (19.07.2024): 390–403. http://dx.doi.org/10.46328/ijses.106.

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Predict-observe-explain (POE) is a strategy being used during scientific investigations and experiments. However, POE-related studies mainly focused on its validity and reliability as a teaching strategy in classrooms. Thus, this paper extends the context of POE discussion not only as a teaching strategy but also as science process skills, and as cognitive thinking skills in performing experiments and answering scientific inquiries among chemistry stakeholders: students, teachers, and chemists. The study sees POE as a way to develop critical thinking and builds the skills needed for further academic and professional endeavors in the different fields of science. Through a constructivist grounded theory methodology using focus group discussions for students and in-depth interviews with the teachers and chemists, the study: described how students, teachers, and chemists exemplified POE strategy in terms of its process, and identified mutual patterns of POE process from the chemistry stakeholders. The study revealed that: student POE taxonomy is focused on basic processes and structures of POE; teacher POE taxonomy is a guide in their lesson planning; and chemist POE taxonomy is based on local and international compliance during experimentation. Therefore, POE is a science process skill for chemistry stakeholders where the POE taxonomy used by the chemistry stakeholders are different based on experiences, needs, and context.

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C. Mirabueno, Dolores. „The Taxonomy of Predict-Observe-Explain (POE) as a Teaching Strategy and Thinking Process of Chemistry Stakeholders“. Clinical Case Reports and Studies 3, Nr. 5 (23.11.2023): 1–10. http://dx.doi.org/10.59657/2837-2565.brs.23.081.

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Predict-observe-explain (POE) is a strategy being used during scientific investigations and experiments. However, POE-related studies mainly focused on its validity and reliability as a teaching strategy in classrooms. Thus, this paper extends the context of POE strategy as science process skills, as cognitive thinking skills in performing experiments, and answering scientific inquiries among chemistry stakeholders: students, teachers, and chemists. The study sees POE as a way to develop critical thinking and builds the skills needed for further academic and professional endeavors in the different fields of science. Through a constructivist grounded theory methodology using focus group discussions for students and in-depth interviews with the teachers and chemists, the study: described how students, teachers, and chemists exemplified POE strategy in terms of its process, and identified mutual patterns of POE process from the chemistry stakeholders. The study revealed that: student POE taxonomy is focused on basic processes and structures of POE; teacher POE taxonomy is a guide in their lesson planning; and chemist POE taxonomy is based on local and international compliance during experimentation. Therefore, POE is a science process skill for chemistry stakeholders where the POE taxonomy used by the chemistry stakeholders are different based on experiences, needs, and context.

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Redhana, I. W., I. B. N. Sudria, I. N. Suardana, I. W. Suja und N. K. N. Handayani. „Identification of chemistry teaching problems of a prospective teacher: A case study on chemistry teaching“. Journal of Physics: Conference Series 1040 (04.06.2018): 012022. http://dx.doi.org/10.1088/1742-6596/1040/1/012022.

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ASSIS, Amanda Fagundes de Souza, Maria Dulcimar de Brito SILVA und Nathaliany do Socorro Silva RIBEIRO. „CHEMISTRY TEACHING WITH TEACHING RESOURCES IN MIDDLE SCHOOL - A CASE STUDY“. Periódico Tchê Química 14, Nr. 27 (20.01.2017): 162–69. http://dx.doi.org/10.52571/ptq.v14.n27.2017.161_periodico27_pgs_162_170.pdf.

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Teaching and learning science are major challenges that require media as facilitators for their understanding and view of the world, within this framework, it is the chemistry. The present study aimed to verify as the use of didactic resources for the performance in science teaching using a dynamic relationship of content. The methodology consisted of a field research, the qualitative divided into four stages, being employed lectures to explore the theme linking the practice and theory, using educational tools (experimentation, electronic game alternate) as sources for data analysis. Before the application, it was observed that after the trial the majority of students felt difficulty in combining theory with practice, on the basis of this difficulty it was noted that 50% consider experimenting a way supportive for the understanding of the subject, as well as provide discussions and dialogs (25%), and demonstrate chemical reactions (25%). The application of the game alternative teaching allowed students with a sense of knowledge in chemical life by promoting the development of a critical vision of the world. It was concluded that, for a student-teacher relationship-discipline is necessary to perform various steps, since the prior knowledge, the arguments, the inquiries, analysis of responses, to then carry out the explanation of the subject together with the use of didactic resources.

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Zhang, Lin, Long Chen, Mei Xiao, Feng Wu und Nansheng Deng. „Teaching an Environmental Chemistry Experiment—A Case Study“. Creative Education 03, Nr. 04 (2012): 600–602. http://dx.doi.org/10.4236/ce.2012.34088.

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TAVARES, R., R. O. O. SOUZA und A. O. CORREIA. „A STUDY ON "ICT" AND TEACHING OF CHEMISTRY“. Revista Gestão, Inovação e Tecnologias 3, Nr. 5 (27.01.2014): 155–67. http://dx.doi.org/10.7198/s2237-0722201300050013.

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Shakhnoza, Saydakhmetova, und Fakhriddin Khayitov. „Using the case study method in teaching chemistry“. Asian Journal of Research in Social Sciences and Humanities 12, Nr. 7 (2022): 46–49. http://dx.doi.org/10.5958/2249-7315.2022.00362.8.

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Dissertationen zum Thema "Chemistry, study and teaching"

Jenkins, Dave A. „Teaching First-Semester General Chemistry Using 3D Video Games following an Atoms First Approach to Chemistry“. Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248376/.

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The unified learning model (ULM) focuses on students' engagement, motivation, prior knowledge, and working memory. This study employs the use of video games to assess students' learning through a 3D chemistry gaming environment. In this human-subjects research, students carried out missions and applied reasoning to solve problems appropriate for general chemistry content. For learning to occur, students must be engaged and motivated as stated in the ULM. Learning cannot necessarily be accomplished by experience alone, and critical thinking is required to turn the experience into learning. The interpretation of educational theory applied to video games and this proposed study are discussed. A moderately positive correlation was found between exam score and study time (playing the game). Essentially the more time spent playing the game or an online activity the higher the exam scores. There was an alpha level less than 0.05 (p < 0.05) between the experimental group and non-traditional group (no game or online activity). Supporting that there was a statistically significant difference between groups, the null hypothesis was accepted between the game and online activity. Furthermore, as stated under the ULM, engagement is necessary for optimal learning.

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Ladhams, Zieba Meagan. „Teaching and learning about reaction mechanisms in organic chemistry“. University of Western Australia. School of Biomedical and Chemical Sciences, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0035.

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[Truncated abstract] This study was carried out to investigate the teaching and learning processes occurring in the topic of reaction mechanisms in three tertiary level organic chemistry courses and focussed on investigating perceptions about the importance of teaching and learning about reaction mechanisms and about the difficult aspects of the topic .... In the organic chemistry courses under investigation, students achieved many of the explicitly stated aims that their lecturers identified. The students rarely achieved implicit outcomes anticipated by the lecturer. Lecturers demonstrate a tendency to use particular structural representations when discussing certain types of reaction process. The study identified that students commonly use these same types when working through particular reaction processes. In addition, it was found that the use of a particular structure could cue students into thinking about only one type of reaction process taking place in a given reaction. The use of language that is consistent with a consideration of only single reaction particles was also commonly observed in lectures. While this can be adequate in some circumstances, other aspects of reaction processes are better considered in terms of multiple reaction particles ... The project proposes an integrated model, which takes into account the many levels (macroscopic, single particle molecular, multiple particle molecular and intramolecular) involved when describing reaction processes. It is felt that a consideration of the levels discussed in this model is useful when teaching and learning about reaction mechanisms.

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Chambers, Rebecca Anne. „ABILITY GROUPING IN A COLLEGE CHEMISTRY LABORATORY COURSE“. Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275393.

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Muthwii, S. M. „Classroom discourse in chemistry : A study of the teacher pupil discourse events in some Kenyan chemistry classrooms“. Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378744.

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Nagel, Lilian Estelle. „The effect of new teaching methods in chemistry on the foundation certificate learners' results“. Thesis, Port Elizabeth Technikon, 2005. http://hdl.handle.net/10948/162.

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This study investigated possible alternative Chemistry teaching methods to improve the learning and thus the pass rate of the learners of access programmes at the Port Elizabeth Technikon. The study traced Chemistry learning from the Pre-Technician course to the present Science Foundation Certificate. Since the latter programme is a new course with new criteria, only implemented since the beginning of 2003, it provided a suitable platform for the evaluation and updating, if necessary, of new teaching methods. The study was limited to the subject of Chemistry. The participating learners in this qualitative research were fully informed of the objectives of this research and, for ethical reasons, their identities were protected. The methodology chosen was action research, which will include discussions regarding the choice, necessity and value of the research method. The following tools were used to collect data to determine approaches to learning and how the examination results were influenced: Questionnaires; Journal entries of students; Interviews; Data of examination results.

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Gillbert, Catherine. „Female-friendly chemistry : an experiment to change the attitudes of female cégep students towards applied chemistry“. Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28758.

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This experiment demonstrated that it is possible to use classroom intervention to change the attitudes of female college students towards theoretical and applied chemistry. A pilot study was used to test the experimental design, develop measuring instruments and obtain some preliminary information on the attitudes of college science students. The experiment was of the pretest, post-test, experimental, control group design with a total sample size of 204 students. The treatment experienced by the experimental group consisted of a modified curriculum that included information about topics found by the researcher to be of interest to women, information about how chemistry benefits human health and the environment, a laboratory manual containing profiles of prominent Canadian women chemists and visits by women chemical engineers. Regression analysis of the data showed a significant positive change in the attitudes of the female students in the experimental group (p $<$.05) and there was some indication that more of them were contemplating a career in the theoretical or applied physical sciences. The experiment indicated the importance of sensitizing college instructors to the needs of female students. A series of recommendations for college instructors and the Ministry of Education resulted from this work.

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Nhi, Phan Thi. „A study of chemistry teaching with environmental issues at Nhatrang University of Fisheries“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24224.pdf.

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Coulombe, Steven Louis. „Using Blackboard technologies as an instructional supplement for teaching high school chemistry“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1907.

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This project attempts to use an on-line telecommunication supplement to extend the boundary of the classroom beyond the limits of time and space in order to improve communication and extend the reach of the classroom.

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Molina, Cathy D. „First-Semester General Chemistry Curriculum Comparison of Student Success on ACS Examination Questions Grouped by Topic Following an Atoms First or Traditional Instructional Approach“. Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799539/.

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This study uses the ACS first-term general chemistry exam to determine if one curriculum approach is more effective in increasing student success than the other based on their performance on the ACS exam. Two chemistry curriculum approaches were evaluated in this study; the traditional curriculum (TC) and the Atoms First (AF) approach. The sample population was first-semester general chemistry students at Collin College in Frisco, TX. An independent sample t-test was used to determine if there were differences in overall performance between the two curriculum approaches on two different versions of the ACS exam. The results from this study show that AF approach may be a better alternative to the TC approach as they performed statistically significantly better on the 2005 exam version. Factor analysis was used to determine if there were differences between the two curriculum approaches by topic on the ACS exam. Eight different topics were chosen based on topics listed on the ACS Examinations Institute Website. The AF students performed better at a statistically significant level than the TC students on the topics of descriptive chemistry and periodicity, molecular structure, and stoichiometry. Item response theory was used to determine the chemistry content misconceptions held by the students taught under both curriculum approaches. It was determined that for both curriculum groups the same misconceptions as determined by the Zcrit values persisted.

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Chan, Sin-yan, und 陳倩欣. „Students' conceptions of stoichiometry at the submicro level“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209683.

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Stoichiometry is an important topic in chemistry. It tells how many reactants are required to produce a certain amount of product in terms of mass, mole and volume. Learning stoichiometric calculation involves the understanding of certain concepts such as the mole, stoichiometric ratios and chemical equations. Some studies attributed the failure in learning stoichiometry to the unfamiliarity with the amount of substance in a mole and students’ weakness in the mathematical ability. Nevertheless how students connect the submicro level and the symbolic level in learning stoichiometry was not discussed widely. In this study, two examples of chemical reactions with different levels of difficulties were used to probe students’ conceptual understanding in stoichiometry at the submicro level. Their strategies used in stoichiometric calculations were examined by an interview study of five Secondary Five students. The connection between the submicro level and the symbolic level in learning stoichiometry would be also probed into. Results indicate that the failure of stoichiometry learning may due to the disconnection in different levels of representation and students’ generated strategy – ‘one portion reasoning’. An implication for teaching and learning is that teachers should use diagrams at the submicro level in the teaching of stoichiometry. Such diagrams should aim to help students building connections across the three levels of representation and enhancing students’ conceptual understanding in stoichiometry.
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Bücher zum Thema "Chemistry, study and teaching"

1944-, McDuell G. R., und Association for Science Education, Hrsg. Teaching secondary chemistry. London: John Murray, 2000.

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1968-, Ellison Mark D., und Schoolcraft Tracy A, Hrsg. Advances in teaching physical chemistry. Washington, D.C: American Chemical Society, 2007.

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Kardos, Thomas. Chemistry. Portland, Me: J.W. Walch, 2003.

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1937-, Beckett B. S., Hrsg. Chemistry. Oxford: Oxford University Press, 1996.

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Dianne, Patterson, Hrsg. Art in chemistry, chemistry in art. Englewood, Colo: Teacher Ideas Press, 1998.

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Asia and the Pacific Programme of Educational Innovation for Development., Hrsg. Resources for chemistry learning and teaching. Bangkok: Unesco Principal Regional Office for Asia and the Pacific, 1989.

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William, Timberlake, Hrsg. Basic chemistry. 2. Aufl. San Francisco: Benjamin Cummings, 2008.

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Zumdahl, Steven S. Basic chemistry. 4. Aufl. Boston: Houghton Mifflin, 1999.

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Zumdahl, Steven S. Basic chemistry. 3. Aufl. Lexington, Mass: D.C. Heath, 1996.

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Newton, David E. Chemistry updated. San Francisco: Instructional Horizons, 1986.

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Buchteile zum Thema "Chemistry, study and teaching"

Wilson-Kennedy, Zakiya S., Liuli Huang, Eugene Kennedy, Guoqing Tang, Margaret I. Kanipes und Goldie S. Byrd. „Faculty Motivation for Scholarly Teaching and Innovative Classroom Practice—An Empirical Study“. In Research and Practice in Chemistry Education, 65–88. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6998-8_5.

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Douquia, A., und F. B. Narod. „A Study on the Use of Concept Maps in the Teaching of ‘Chemical Periodicity’ at the Upper Secondary Level“. In Chemistry Education in the ICT Age, 161–84. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9732-4_18.

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Yang, Nan, Tao Liu und Hui Wang. „A study of chemistry laboratory teaching in secondary schools under the guidance of core literacy“. In Proceedings of the 2024 9th International Conference on Social Sciences and Economic Development (ICSSED 2024), 605–10. Dordrecht: Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-459-4_68.

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Li, Yanyun, und Tangbin Liao. „Rational Regression of Student-Centered Classroom Teaching - A Comparative Study of Multimedia Teaching and Traditional Methods in Senior High School Chemistry“. In Advances in Artificial Systems for Medicine and Education VI, 522–32. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-24468-1_47.

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Jackson, Paul T. „Case Study Approach to Green Chemistry Impacts on Science Facility Design and Operations: Regents Hall of Natural Sciences at St. Olaf College“. In Innovations and Renovations: Designing the Teaching Laboratory, 43–56. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1146.ch004.

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Waldman, Ruth, und Ron Blonder. „A Sense of Community in a Professional Learning Community of Chemistry Teachers: A Study of an Online Platform for Group Communication“. In STEM Teachers and Teaching in the Digital Era, 111–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29396-3_7.

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Raslan, Gilan. „Critical Thinking Skills Profile of High School Students in AP Chemistry Learning“. In Lecture Notes in Civil Engineering, 79–96. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-27462-6_8.

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AbstractFrom classrooms to workplaces, educators and policy makers have emphasized the necessity of graduating students who are strong critical thinkers for nearly 50 years and more (Forawi 2016). Critical thinking skills are a vital pillar skill to tackle the challenges of the twenty-first century.Critical thinking is defined as a set of fundamental skills that must be mastered before one may progress to more complicated thinking. Aiming to obtain more insight into the aspects of critical thinking, the present study particularly examines quantitively the critical thinking skills level of grade 12 students in a scientific learning context. Over a 35-min test, based on Danczak DOT criteria, data was collected and analyzed. The study’s findings revealed that the students’ critical thinking abilities are in medium range. However, other implications regarding curriculum modifications, educational teaching strategies and teachers’ readiness are needed to foster students’ critical thinking skills.

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Narod, Fawzia, Vickren Narrainsawmy und Majhegy Murden-Louise. „Ensuring Sustainability in Education Amidst the Twenty-First-Century Uncertainties: A Case Study on Educators’ Readiness for Remote Teaching of Chemistry“. In Management and Leadership for a Sustainable Africa, Volume 3, 179–202. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05284-2_9.

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Childs, Ann, und Victoria Wong. „Teaching chemistry“. In Learning to Teach Science in the Secondary School, 69–85. 5. Aufl. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003110187-7.

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Lee, Amy, Robert Poch, Mary Katherine O'Brien und Catherine Solheim. „Case Study“. In Teaching Interculturally, 77–98. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447399-7.

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Konferenzberichte zum Thema "Chemistry, study and teaching"

Kurmangazhy, G., und T. M. Abseitov. „STUDY OF EFFECTIVE METHODS OF TEACHING CHEMISTRY“. In Республиканская научно-практическая онлайн-конференция «ЦИФРОВАЯ ТРАНСФОРМАЦИЯ: ТЕНДЕНЦИИ, ПРОБЛЕМЫ И РЕШЕНИЯ». Crossref, 2022. http://dx.doi.org/10.53355/h2639-9189-1778-i.

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Yu, Xiaojiao, Jian Zhang, Xiyan Tang, Wenqin Dai, Jie Zhao und Binghua Yao. „Preliminary Study on Teaching Reformation of Organic Chemistry“. In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.466.

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Sulaiman, Maryam, Zurida Haji Ismail, Azrilah Abdul Aziz und Azami Zaharim. „Lesson study: Assessing pre-service teacher's performance of teaching chemistry“. In 2011 3rd International Congress on Engineering Education (ICEED 2011). IEEE, 2011. http://dx.doi.org/10.1109/iceed.2011.6235391.

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Zhang, Yu-hui. „Study on “Carnot Cycle” Teaching of Physical Chemistry Course“. In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.725.

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Xing, Ge, Zheng Yanying und Wang Yuci. „Study on the internet-based chemistry teaching at rural agriculture universities“. In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5887182.

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Thummaloor, Sreevani, und Suresh Mutyala. „Need for new English teaching methods in education 4.0 for industry 4.0: An analytical study“. In CHEMISTRY BEYOND BORDERS: INTERNATIONAL CONFERENCE ON PHYSICAL CHEMISTRY: The 1st Annual Meeting of the Physical Chemistry Division of the Indonesian Chemical Society. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0165705.

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Pratiwi, Winda Regita, Hartono und Tatang Suhery. „Development of Chemistry Teaching Materials Based on STEM Problem Based Learning on Solution Chemistry Materials for Students of Chemistry Education Study Program“. In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.090.

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Wenlong Hou, Ruiyun Wang, Zhiwei Zhang, Yawei Wang, Xihai Shen und Yuedong Yang. „Study on the construction of China national experimental chemistry teaching demonstration centres“. In 2010 International Conference on Future Information Technology and Management Engineering (FITME). IEEE, 2010. http://dx.doi.org/10.1109/fitme.2010.5655813.

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Casanova Pastor, Gerard, Lucila Paola Maiorano Lauría, María Teresa Parra Santos und José Miguel Molina Jordá. „CHESS GAME AS PEDAGOGICAL STRATEGY FOR TEACHING: CASE STUDY IN CHEMISTRY DEGREE“. In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0775.

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Zhou, Jianbo, Xiaoying Cui, Chao Xu, Ming Zeng und Wen Chen. „Preliminary Study Application on qParticipatoryq Teaching Mode in Pharmaceutical Organic Chemistry Experiment“. In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.175.

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Berichte der Organisationen zum Thema "Chemistry, study and teaching"

Nechypurenko, Pavlo P., Viktoriia G. Stoliarenko, Tetiana V. Starova, Tetiana V. Selivanova, Oksana M. Markova, Yevhenii O. Modlo und Ekaterina O. Shmeltser. Development and implementation of educational resources in chemistry with elements of augmented reality. [б. в.], Februar 2020. http://dx.doi.org/10.31812/123456789/3751.

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The purpose of this article is an analysis of opportunities and description of the experience of developing and implementing augmented reality technologies to support the teaching of chemistry in higher education institutions of Ukraine. The article is aimed at solving problems: generalization and analysis of the results of scientific research concerning the advantages of using the augmented reality in the teaching of chemistry, the characteristics of modern means of creating objects of augmented reality; discussion of practical achievements in the development and implementation of teaching materials on chemistry using the technologies of the augmented reality in the educational process. The object of research is augmented reality, and the subject - the use of augmented reality in the teaching of chemistry. As a result of the study, it was found that technologies of augmented reality have enormous potential for increasing the efficiency of independent work of students in the study of chemistry, providing distance and continuous education. Often, the technologies of the augmented reality in chemistry teaching are used for 3D visualization of the structure of atoms, molecules, crystalline lattices, etc., but this range can be expanded considerably when creating its own educational products with the use of AR-technologies. The study provides an opportunity to draw conclusions about the presence of technologies in the added reality of a significant number of benefits, in particular, accessibility through mobile devices; availability of free, accessible and easy-to-use software for creating augmented-reality objects and high efficiency in using them as a means of visibility. The development and implementation of teaching materials with the use of AR-technologies in chemistry teaching at the Kryvyi Rih State Pedagogical University has been started in the following areas: creation of a database of chemical dishes, creation of a virtual chemical laboratory for qualitative chemical analysis, creation of a set of methodical materials for the course “Physical and colloidal chemistry”.

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Nechypurenko, Pavlo, Tetiana Selivanova und Maryna Chernova. Using the Cloud-Oriented Virtual Chemical Laboratory VLab in Teaching the Solution of Experimental Problems in Chemistry of 9th Grade Students. [б. в.], Juni 2019. http://dx.doi.org/10.31812/123456789/3175.

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The article discusses the importance of the skills of primary school students to solve experimental problems in chemistry and the conditions for the use of virtual chemical laboratories in the process of the formation of these skills. The concept of “experimental chemical problem” was analyzed, classifications were considered, and methodological conditions for using experimental chemical problems in the process of teaching chemistry were described. The essence of the concept of “virtual chemical laboratories” is considered and their main types, advantages and disadvantages that define the methodically reasonable limits of the use of these software products in the process of teaching chemistry, in particular, to support the educational chemical experiment are described. The capabilities of the virtual chemical laboratory VLab to support the process of solving experimental problems in chemistry in grade 9 have been determined. The main advantages and disadvantages of the virtual chemical laboratory VLab on the modeling of chemical processes necessary for the creation of virtual experimental problems in chemistry are analyzed. The features of the virtual chemical laboratory VLab, the essence of its work and the creation of virtual laboratory work in it are described. The results of the study is the development of a set of experimental tasks in chemistry for students in grade 9 on the topic “Solutions” in the cloud-oriented virtual chemical laboratory VLab.

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Kharchenko, Yuliya V., Olena M. Babenko und Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, Juli 2021. http://dx.doi.org/10.31812/123456789/4630.

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This paper presents an analysis of the possibilities and advantages of augmented reality technologies and their implementation in training of future Chemistry and Biology teachers. The study revealed that the use of augmented reality technologies in education creates a number of advantages, such as: visualization of educational material; interesting and attractive learning process; increasing student motivation to study and others. Several augmented reality applications were analyzed. The Blippar app has been determined to have great benefits: it’s free; the interface is simple and user-friendly; the possibility of using different file types; the possibility of combining a large amount of information and logically structuring it; loading different types of information: video, images, 3D models, links to sites, etc. Thus, convenient interactive projects were developed using the Blippar application, which were called study guide with AR elements, and implemented in teaching chemical disciplines such as Laboratory Chemical Practice and Organic Chemistry. Using such study guide with AR elements during classes in a real chemical laboratory is safe and does not require expensive glassware. The student interviews revealed that the use of the Blippar application facilitated new material understanding, saved time needed to learn material, and was an effective addition to real-life learning.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, Mai 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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Heuer, Sarah. A case study method for teaching bioethics. Ames (Iowa): Iowa State University, Januar 2008. http://dx.doi.org/10.31274/cc-20240624-14.

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Clayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita und Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, Januar 2019. http://dx.doi.org/10.31274/itaa.8294.

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Cannon, Edmund. Producing teaching material in PowerPoint (Video case study). Bristol, UK: The Economics Network, Juli 2020. http://dx.doi.org/10.53593/n3314a.

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Ray, Suparna. Case study from a Graduate Teaching Assistant workshop. Bristol, UK: The Economics Network, Dezember 2012. http://dx.doi.org/10.53593/n2275a.

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Gehri, Suzanne B. Study War Once More: Teaching Vietnam at Air University. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada164827.

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Girardi, Gherardo. Extended Case Study: Teaching and learning economics through cinema. Bristol, UK: The Economics Network, Februar 2008. http://dx.doi.org/10.53593/n178a.

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