Relevant bibliographies by topics / Chemistry Study and teaching Victoria

Academic literature on the topic 'Chemistry Study and teaching Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Chemistry Study and teaching Victoria"

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Gooday, Graeme. "‘Nature’ in the laboratory: domestication and discipline with the microscope in Victorian life science." British Journal for the History of Science 24, no. 3 (September 1991): 307–41. http://dx.doi.org/10.1017/s0007087400027382.

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What sort of activities took place in the academic laboratories developed for teaching the natural sciences in Britain between the 1860s and 1880s? What kind of social and instrumental regimes were implemented to make them meaningful and efficient venues of experimental instruction? As humanly constructed sites of experiment how were the metropolitan institutional contexts of these laboratories engineered to make them legitimate places to study ‘Nature’? Previous studies have documented chemists' effective use of regimented quantitative analysis in their laboratory teaching from the 1820s, but less is known about how Victorian academics made other sorts of laboratories unproblematic pedagogical spaces. This paper will examine the literary, disciplinary and instrumental technologies of microscopy deployed by T. H. Huxley at his South Kensington laboratory during the early 1870s to render his biology teaching legitimate, meaningful and efficient. As such it is a response to Pickstone's recent call for a broader account of microscopy teaching in late nineteenth-century academic life science, and one localized answer to Bennett's enquiries as to what the appearance of a microscope in laboratories and other domestic settings betokened to historical actors, and how such tokens changed over time.
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Harding, Catherine. "University of Victoria." Florilegium 20, no. 1 (January 2003): 51–53. http://dx.doi.org/10.3138/flor.20.012.

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The Medieval Studies program at the University of Victoria is an interdisciplinary unit whose members come from the Faculty of Humanities and the Faculty of Fine Arts. The idea of creating an undergraduate program in Medieval Studies was developed in 1986-87; since that date faculty members teaching in the Departments of English, French, Hispanic and Italian Studies, Greek and Roman Studies, History, Philosophy, Music, and History in Art have offered courses leading to a Major in Medieval Studies (The program began as a Minor and changed to a Major in 1994). Undergraduates are introduced to key concepts in the study of medieval culture and society in Europe, as well as the medieval Islamic world.
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Chen, Sibo, and Hossein Nassaji. "Focus on form and corrective feedback research at the University of Victoria, Canada." Language Teaching 51, no. 2 (March 15, 2018): 278–83. http://dx.doi.org/10.1017/s026144481800006x.

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The Department of Linguistics at University of Victoria (UVic) in Canada has a long-standing tradition of empirical approaches to the study of theoretical and applied linguistics. As part of the Faculty of Humanities, the department caters to students with a wide range of backgrounds and interests, and provides crucial language teaching support in collaboration with other teaching units at UVic. Accordingly, some applied linguistics studies concern language teaching and learning, some of which are conducted in classroom settings. In this article, we provide a brief overview of recent corrective feedback research conducted by UVic Applied Linguistics Research Group.
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Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.

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The growing interest in the status of women in the Australian workforce has prompted a related interest in the position of women in certain industries, occupations and professions. Several studies have begun to emerge which have explored women's employment position and status in law (Mathews, 1982; Bretos, 1984); chartered accountancy (Equal Opportunity Board, Victoria, 1983); retailing (Turner & Glare, 1982); and social work (Brown & Turner, 1985). The position of women managers in business has also been examined by the Victorian Office of Women's Affairs (1981) and Still (1985), while Sampson (1985) is currently investigating the status of women in the primary, secondary and technical areas of the teaching profession.
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Costello, Susan, and Caroline Tehan. "Study groups as professional development for advanced caseworkers." Children Australia 32, no. 1 (2007): 16–23. http://dx.doi.org/10.1017/s1035077200011421.

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During 2003-2005, Anglicare Victoria conducted study groups for their advanced caseworkers. This program was developed in consultation with senior staff within the context of Anglicare Victoria’s Services Practices Manual, including Theoretical Frameworks. It aimed to provide senior practitioners with peer support, education and discussion.The study group model was a collaborative approach using adult teaching principles and strategies. Central to each session was a case presentation from one of the participants which provided an opportunity to integrate learning with theory and practice. A training model of the study group is presented.Evaluation indicated that the study group reduced participants’ isolation, increased their confidence in engaging family members, including fathers, and broadened their conceptualisation of family problems. Learnings and proposed changes to future study groups are identified.
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Spaull, Andrew. "Deprofessionalisation of State School Teaching: A Victorian Industrial Relations Saga." Australian Journal of Education 41, no. 3 (November 1997): 289–303. http://dx.doi.org/10.1177/000494419704100307.

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DEPROFESSIONALISATION of school teaching has occurred through a number of managerial interventions. This study focuses on the erosion of teachers' rights and conditions of employment through the attempted deregulation of the state education industry in Victoria. This process, closely identified with radical labour market reforms, has been fiercely contested by Victorian state school teachers and their unions, especially over procedural rule making in industrial relations. This type of rule making relates to the processes of regulation and the jurisdictions made available to employers and unions by governments, the courts and the industrial tribunals. The recent struggles over procedural rule making, it is argued, have governed the pace and trajectory of the deprofessionalisation of state school teaching. It remains a continuing contest.
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ASSIS, Amanda Fagundes de Souza, Maria Dulcimar de Brito SILVA, and Nathaliany do Socorro Silva RIBEIRO. "CHEMISTRY TEACHING WITH TEACHING RESOURCES IN MIDDLE SCHOOL - A CASE STUDY." Periódico Tchê Química 14, no. 27 (January 20, 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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林, 艳超. "Preliminary Study on Online Teaching Management of Clinical Teaching Hospital." Advances in Education 12, no. 08 (2022): 2988–92. http://dx.doi.org/10.12677/ae.2022.128455.

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Alam, Shahid, and LillAnne Jackson. "A Case Study: Are Traditional Face-To-Face Lectures Still Relevant When Teaching Engineering Courses?" International Journal of Engineering Pedagogy (iJEP) 3, S4 (December 1, 2013): 9. http://dx.doi.org/10.3991/ijep.v3is4.3161.

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In this rapidly changing age, with virtually all information available on the Internet including courses, students may not find any reason to physically attend the lectures. In spite of the many benefits the online lectures and materials bring to teaching, this drift from the traditional (norm) face-to-face lectures is also creating further barriers, such as difficulty in communicating and building personal relationships, between students and instructor. In this paper we carry out a study that presents and analyzes factors that motivate students to attend a (1) face-to-face instruction in-class versus an (2) online class. This study is based on an anonymous and voluntary survey that was conducted in the School of Engineering at University of Victoria, BC, Canada. This paper presents and shares the detailed results and analysis of this survey that also includes some interesting and useful comments from the students. Based on the results, analysis and comments the paper suggests methodologies of how to improve face-to-face in-class instructions to make them more relevant to the current global information age.
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Martens, Fred L. "Selection of Physical Education Students and Success in Student Teaching." Journal of Teaching in Physical Education 6, no. 4 (July 1987): 411–24. http://dx.doi.org/10.1123/jtpe.6.4.411.

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This is an extension of a 1977 study on the effectiveness, in terms of success in student teaching, of a process for screening students for a physical education teacher preparation program. Preentry data including interview ratings, secondary school GPAs, and skill and fitness scores, as well as postentry data including university GPAs, were correlated with student teaching ratings (STRs) on a total of402 graduates between 1967 and 1983 at the University of Victoria. In the 1986 study, in addition to the correlations, ANOVAs were computed. The correlation matrix revealed significant but low positive correlations between secondary GPAs and university GPAs generally, and between STR and 3rd-, 4th-, and 5th-year GPA, respectively. ANOVAs revealed no significant differences in achieved STRs between interview categories, teaching attitude categories, or the four levels of entering GPAs. The only predictive power of preentry data was exhibited by entering GPA in presaging academic attainment in the 5-year program. In general, no preentry data were helpful in predicting teaching success.
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Dissertations / Theses on the topic "Chemistry Study and teaching Victoria"

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Wotley, Susan Elaine 1936. "Immigration and mathematics education over five decades : responses of Australian mathematics educators to the ethnically diverse classroom." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8359.

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Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.

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Jensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.

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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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McCall, Louise 1965. "Can continuing medical education in general practice psychiatry aid GPs to deal with common mental disorders ? : a study of the impact on doctors and their patients." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8363.

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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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Drechsler, Michal. "Models in chemistry education : A study of teaching and learning acids and bases in Swedish upper secondary schools." Doctoral thesis, Karlstad University, Faculty of Technology and Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-783.

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This thesis reports an investigation of how acid-base models are taught and understood in Swedish upper secondary school. The definition of the concepts of acids and bases has evolved from a phenomenological level to an abstract (particle) level. Several models of acids and bases are introduced in Swedish secondary school. Among them an ancient model, the Arrhenius model and the Brønsted model. The aim of this study was to determine how teachers handle these models in their teaching. Further, to investigate Swedish upper secondary students’ ideas about the role of chemistry models, in general, and more specific, of models of acids and bases. The study consisted of two parts. First, a study was performed to get an overview of how acids and bases are taught and understood in Swedish upper secondary schools. It consisted of three steps: (i) the most widely used chemistry textbooks for upper secondary school in Sweden were analysed, (ii) six chemistry teachers were interviewed, and, (iii) finally also seven upper secondary school students were interviewed. The results from this study were used in the second part which consisted of two steps: (i) nine chemistry teachers were interviewed regarding their pedagogical content knowledge (PCK) of teaching acids and bases, and (ii) a questionnaire was administered among chemistry teachers of 441 upper secondary schools in Sweden. The results from the interviews show that only a few teachers chose to emphasise the different models of acids and bases. Most of the teachers thought it was sufficient to distinguish clearly between the phenomenological level and the particle level. In the analysis of the questionnaire three subgroups of teachers were identified. Swedish upper secondary chemistry teachers, on the whole, had a strong belief in the Brønsted model of acids and bases. However, in subgroup one (47 %) teachers’ knowledge of how the Brønsted model differs from older models was limited and diverse. Teachers in subgroup two (38 %) and three (15 %) seemed to understand the differences between the Brønsted model and older models, but teachers in subgroup 2 did not explain the history of the development of acids and bases in their teaching. Instead they (as teachers in subgroup one) relied more on the content in the textbooks than teachers in the third subgroup. Implications for textbook writers, teaching, and further research are discussed.

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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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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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Goold, Annegret, and mikewood@deakin edu au. "Factors affecting success in undergraduate computer programming." Deakin University. School of Management Information Systems, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051111.120545.

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The aim of the research is to investigate factors that may explain success in elementary computer programming at the tertiary level. The first phase of the research included the identification of possible explanatory factors through a literature review, a survey of students studying introductory computing, a focus-group session with teachers of computer programming and interviews with programming students. The second phase of the research that was called the main study, involved testing the identified factors. Two different groups of programming students - one group majoring in business computing and another majoring in computer science - completed a survey questionnaire. The findings of the research are as follows. Gender is of little significance for business students but there is an adverse gender penalty for females in computer science. Secondary school assessment is inversely related to outcomes in business computing but directly influences outcomes in the first programming unit in the computer science course. As in prior research, previous knowledge and experience were demonstrated to matter, A range of other variables was found to be of little importance. The research suggests that different problem-solving techniques might be relevant in business compared with those of use in computer science.
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Books on the topic "Chemistry Study and teaching Victoria"

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B, Kelter Paul, ed. Chemistry: Study guide. 5th ed. Boston, MA: Houghton Mifflin, 2000.

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J, DeCoste Donald, Zumdahl Steven S, Zumdahl Steven S, and Zumdahl Steven S, eds. Study guide: Introductory chemistry, a foundation; Introductory chemistry; Basic chemistry. Boston: Houghton Mifflin, 2000.

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

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Basic chemistry. Lexington, Mass: D.C. Heath, 1991.

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William, Timberlake, ed. Basic chemistry. Saddle River, NJ: Pearson Custom Publishing, 2008.

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Basic chemistry. 2nd ed. Lexington, Mass: D.C. Heath, 1993.

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

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Basic chemistry. Lexington, Mass: D.C. Heath, 1991.

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J, DeCoste Donald, ed. Basic chemistry. 7th ed. Belmont, CA: Brooks/Cole, Cengage Learning, 2010.

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Jack, Price, and Smith Richard G, eds. Merrill chemistry. New York: Glencoe, 1995.

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Book chapters on the topic "Chemistry Study and teaching Victoria"

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Chapman, Judith, Sue Cahill, and Roger Holdsworth. "Student Action Teams, Values Education and Quality Teaching and Learning—Case Study from the Manningham Cluster, Victoria." In Values Education and Quality Teaching, 27–43. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9962-5_3.

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Wilson-Kennedy, Zakiya S., Liuli Huang, Eugene Kennedy, Guoqing Tang, Margaret I. Kanipes, and 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., and 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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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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Li, Yanyun, and 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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Waldman, Ruth, and 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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Narod, Fawzia, Vickren Narrainsawmy, and 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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"Study on teaching introspection in the process of chemistry teaching." In Computer, Intelligent Computing and Education Technology, 110–13. CRC Press, 2014. http://dx.doi.org/10.1201/9781315760810-21.

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Wang, Yuan-Yuan. "Study on teaching introspection in the process of chemistry teaching." In Computer, Intelligent Computing and Education Technology, 815–18. CRC Press, 2014. http://dx.doi.org/10.1201/b16698-176.

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Hills, P. J. "A Study of a Self-Teaching System in Biology and Chemistry Courses on Audio-Visual Communication at Concordia University, Montreal, Canada." In The Self-Teaching Process in Higher Education, 101–11. Routledge, 2018. http://dx.doi.org/10.4324/9780429440694-9.

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Conference papers on the topic "Chemistry Study and teaching Victoria"

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Kurmangazhy, G., and 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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Clark, Megan. "The Effect of Context on the Teaching of Statistics ar First Year University Level." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93204.

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Clack (1993b) has described how to Victoria University in New Zealand there are two different but essentially equivalent (with respect to level of difficulty and statistical content) first year statistics courses. These courses are: STAT131 Data and Probability- the course recommended for students majoring in mathematics, physics, chemistry, computer science and engineering; and STAT193 Statistics for the Natural and Social Sciences- suggested for those majoring in biological sciences, social sciences and medicine.
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Yu, Xiaojiao, Jian Zhang, Xiyan Tang, Wenqin Dai, Jie Zhao, and 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, and 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, and 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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Wenlong Hou, Ruiyun Wang, Zhiwei Zhang, Yawei Wang, Xihai Shen, and 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, and 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, and 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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Pratiwi, Winda Regita, Hartono, and 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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Reports on the topic "Chemistry Study and teaching Victoria"

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Nechypurenko, Pavlo P., Viktoriia G. Stoliarenko, Tetiana V. Starova, Tetiana V. Selivanova, Oksana M. Markova, Yevhenii O. Modlo, and Ekaterina O. Shmeltser. Development and implementation of educational resources in chemistry with elements of augmented reality. [б. в.], February 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, and 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.], June 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, and Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, July 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, May 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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