Journal articles: 'Chemistry, study and teaching'

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Ware, Sylvia A. "Teaching chemistry from a societal perspective." Pure and Applied Chemistry 73, no. 7 (July 1, 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 and A. Ishchenko. "To the question about the necessity of descriptive geometry and graphics teaching for chemists and chemistry technologists." Geometry & Graphics 1, no. 2 (July 25, 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., and Howard G. J. Worth. "Toxicology and the environment: An IUPAC teaching program for chemists." Pure and Applied Chemistry 78, no. 11 (January 1, 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., and 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, no. 4 (July 19, 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, no. 5 (November 23, 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, and 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 (June 4, 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, 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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Zhang, Lin, Long Chen, Mei Xiao, Feng Wu, and Nansheng Deng. "Teaching an Environmental Chemistry Experiment—A Case Study." Creative Education 03, no. 04 (2012): 600–602. http://dx.doi.org/10.4236/ce.2012.34088.

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TAVARES, R., R. O. O. SOUZA, and A. O. CORREIA. "A STUDY ON "ICT" AND TEACHING OF CHEMISTRY." Revista Gestão, Inovação e Tecnologias 3, no. 5 (January 27, 2014): 155–67. http://dx.doi.org/10.7198/s2237-0722201300050013.

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Shakhnoza, Saydakhmetova, and Fakhriddin Khayitov. "Using the case study method in teaching chemistry." Asian Journal of Research in Social Sciences and Humanities 12, no. 7 (2022): 46–49. http://dx.doi.org/10.5958/2249-7315.2022.00362.8.

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Abudu, Fatao, Samuel Arthur Ayoberd, and Huaru Alhassan Marifa. "Senior high school chemistry teachers’ knowledge and use of group work as a teaching strategy." Journal of Mathematics and Science Teacher 4, no. 2 (April 1, 2024): em062. http://dx.doi.org/10.29333/mathsciteacher/14410.

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The study investigated the knowledge of chemistry teachers in using group work as a teaching strategy in teaching chemistry at the senior high schools (SHSs) in Ahafo and Bono Regions of Ghana. The sequential explanatory mixed method design was adopted for the study. All 58 chemistry teachers in the 20 purposively sampled SHSs participated in the study. A structured questionnaire, interview guide and an observation checklist were the research instruments. The descriptive techniques used for the analysis of data were percentages, means and standard deviation while Chi-square used for inferential analysis. The results revealed that a statistically significant number of chemistry teachers were knowledgeable in the use of the cooperative teaching strategies but adopted it occasionally based on unavailability of time and resources. The study recommended in-service training and workshops be organized on the impact of group work as a teaching strategy to enhance chemistry teachers understanding and motivation to use group work more frequently in their teachings. This promotes active learning among students through debates, questioning and discussions.

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Li, Qing Shan, Wei Hong, Ming Shuang Xu, and Shu Yuan Zhang. "Advances in Microscale Polymer Chemistry." Advanced Materials Research 178 (December 2010): 373–77. http://dx.doi.org/10.4028/www.scientific.net/amr.178.373.

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Micro-polymer chemistry experiment teaching had such characteristics as using less reagents, less pollution and more portable in comparison with the conventional experiment, with the significant progress, more than thirty years ago. In China, Zhou Ninghuai and others firstly began to go on micro-scale experiment research and Professor Li Qingshan who brought this innovation to polymer organic synthesis experiment has done a lot of works in micro-polymer chemistry experiment teaching. To carry out the study of micro-polymer chemistry experiments not only accords with teaching methods and reform, but also conforms to the trend of the times of green chemistry. The research and application of micro-polymer chemistry experiment have broad prospects. The microscale chemistry experiment (ML) is developed from the idea of green chemistry and the prevention of chemical industry. Microscale chemistry presents a low-cost and green approach in the teaching of chemistry laboratory courses, so it’s the reform of traditional chemical methods. In micro-chemistry experiment, most of the raw materials are in the amount of quality 1g or volume of 1mL below, in line with famous micro-chemist Professor Ma Zusheng[1] (Prof • T. S. Ma), who put forward that "It is to use the chemical reagents as low as possible to obtain the necessary technology information in microscale chemical experiments". In contrast to conventional macroscale chemistry experiment, the micro-chemistry experiment can not only reduce the running cost of laboratory teaching, but also alleviate the potential hazard sassociated with chemistry experiments.

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Siahaan, Risma, Marham Sitorus, and Saronom Silaban. "The development of teaching materials oriented to critical thinking skills for chemistry class XI high school." Jurnal Pendidikan Kimia 13, no. 1 (April 1, 2021): 60–68. http://dx.doi.org/10.24114/jpkim.v13i1.24145.

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This study aims to determine the feasibility of teaching materials oriented critical thinking ability grade XI SMA developed. This research includes research and development with 3D development model (define, design and develop). The teaching materials developed were validated based on aspects of material feasibility, language and media by experts using validation sheets in accordance with BSNP standards and then the validated teachng materials were distributed to two teachers and grade XI students at Sultan Agung Private High School and SMAN 1 Pematangsiantar to find out the response of teachers and students using questionnaires. The results of the study found that expert validation of teaching materials developed has an average score of 4.17 in terms of content feasibility, 4.20 for the aspect of presentation feasibility, 4.33 for the linguistic aspect and 4.19 from the aspect of graphation. While students' response to critical thinking ability-oriented module teaching materials had average scores of 3.80 and 3.82 and teacher responses averaged a score of 4.27, judging by interest indicators, material indicators and language indicators. These results show that the critical thinking ability-oriented teaching materials developed have met valid and good criteria for use. Keywords: Teaching materials, Critical yhinking skills, Chemical equilibrium, 3D models

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Siahaan, Meri Fuji. "Faith Learning Integration: A Case Study of Biology, Physics, Chemistry and Mathematics Lecturers’ Teaching Practices." Diligentia: Journal of Theology and Christian Education 3, no. 3 (September 30, 2021): 239. http://dx.doi.org/10.19166/dil.v3i3.4102.

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<p class="abstracttextDILIGENTIA">Faculty members of a private Christian Teachers College in Tangerang have been assigned to integrate faith and learning. The purpose of this research was to describe Biology, Physics, Chemistry and Mathematics lecturers’ practices of faith learning integration on their teachings. Five lecturers including two lecturers teaching Physics, and the others each teaching Biology, Chemistry and Mathematics were involved in this research. Two student teachers contributed as well in the research. The data were derived from interview with five faculty members and collecting their course syllabus along with the interview with two student teachers. <a name="_Hlk80149555"></a>Descriptive qualitative research with a case study approach was employed. The data were described and analyzed in the light of the current literatures. The findings showed that those five faculty members have been implementing faith learning integration on their teaching with a pedagogy of transferring new information. This paper suggests faculty to go beyond faith learning integration and to focus on learning as formation of heart and desire.</p>

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KUPATADZE, Ketevan, Giorgi BEGADZE, and Michael GVERDTSITELI. "HISTORY OF CHEMISTRY AND SCIENTIFIC TOURISM AS A MEANS TO INCREASE STUDENTS MOTIVATION TO LEARN CHEMISTRY." Periódico Tchê Química 12, no. 24 (August 20, 2014): 24–32. http://dx.doi.org/10.52571/ptq.v11.n22.2014.24_periodico_22_pgs_24_32.pdf.

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The present article discusses the problems related with the motivation of students to learn chemistry. The problems mentioned are common for Georgia and other countries. As a case study, the article will discuss the methodology of teaching chemistry as an introductory course at Ilia State University. The methodology is orientated on realization of some important didactic principles in teaching process which is very effective tool for increasing students’ motivation to learn. Introducing foremost historical facts about the well-known chemists is very interesting for students as well. Such information helps students to get more insights about this complex discipline and chemistry becomes more interesting for them. The article also proposes the tools how to link chemistry education process with history, scientific tourism and other sciences. At the end, there will be demonstrated the results of the experiment carried out by the authors. The outcome of the pedagogical experiment has made it clear, that such a method of teaching chemistry affects positively on students motivation and changes their attitude towards the subject.

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Abels, Simone, Brigitte Koliander, and Thomas Plotz. "Conflicting Demands of Chemistry and Inclusive Teaching—A Video-Based Case Study." Education Sciences 10, no. 3 (February 28, 2020): 50. http://dx.doi.org/10.3390/educsci10030050.

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Almost every country in the world is obligated to implement education policies to enable an inclusive school system. However, implementing techniques to be inclusive in schools is a major challenge to teachers, especially to those teaching a subject at secondary level and higher. Most of the literature concerning inclusive science education was published in recent years, and is more normative than empirical. Teachers struggle to transfer these normative demands to their accustomed way of teaching science. In this study, we analyze conflicts a teacher experiences when teaching a so-called ‘hard science’ like chemistry at an inclusive school. On the one hand, inclusive science education should facilitate participation in science specific learning processes for all learners. This broad perspective on inclusion demands that everyone can take part in everyday classroom life. On the other hand, chemistry strives for the understanding of abstract concepts, theories and models, which forms a barrier to learning chemistry for many people. This paper presents an explorative case study focusing on these conflicting demands. To reconstruct the inconsistencies, we analyzed a videotaped teacher–student discourse on atoms. Using the documentary method, a qualitative approach developed by the sociologist Ralf (Bohnsack et al., 2010). distinguishing between explicit and implicit knowledge, it was possible to reveal the orientational frameworks guiding the teacher’s actions. On the surface level, traditional scientific educational approaches structure the discourse. Reconstruction of the discourse is deep, as evidence was found for a participation-oriented framework as well as for the challenges the conflicting demands of chemistry and inclusive teaching put on teaching. We implicate that future professional development courses must not only concentrate on combining chemistry with inclusive pedagogies, i.e., how to teach, but also on the reflection of implicit beliefs concerning inclusive chemistry teaching.

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Boz, Yezdan, Betul Ekiz-Kiran, and Elif Selcan Kutucu. "Effect of practicum courses on pre-service teachers’ beliefs towards chemistry teaching: a year-long case study." Chemistry Education Research and Practice 20, no. 3 (2019): 509–21. http://dx.doi.org/10.1039/c9rp00022d.

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In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers’ beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants’ beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two practicum courses. Two pre-service chemistry teachers participated in the study. Data were collected via semi-structured interviews, observation notes, CoRes and reflection papers. Semi-structured interviews focusing on the pre-service teachers’ beliefs regarding chemistry teaching were conducted three times while participating in the SE and PT courses. During the PT course before their teaching experiences the participants prepared CoRes, and after their experiences they critiqued their own performances. Moreover, the participants were observed during their student-teaching experiences to identify how they transfer their beliefs into their teaching. Data were analyzed via inductive analyses. Results indicated that both pre-service teachers had stable core beliefs derived from their own experiences as students that remained constant during these courses and guided their practical instruction. Although both participants attended the same courses during the teacher education program, their attitudes while taking the educational courses were different. Factors that shaped pre-service teachers’ beliefs towards teaching were presented as the practicum courses enriched with CoRes and reflection papers, observing their mentors, experiences gained from microteaching sessions, and pedagogical and methods courses taken during the pre-service teacher education program. Implications for the formation of pre-service teachers’ beliefs towards teaching throughout pre-service teacher education programs were provided.

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Irshad, Aamna, and Irshad Ullah. "Concept Formation Teaching Model: An Innovation in Teaching." GATR Journal of Management and Marketing Review (JMMR) Vol.2(1) Jan-Mar 2017 2, no. 1 (March 21, 2017): 33–37. http://dx.doi.org/10.35609/jmmr.2017.2.1(5).

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Objective - In the study, a teaching model was devised named as "concept formation teaching model" and its effect on grade IX students' academic achievement was investigated over lecture method. Methodology/Technique - Experimental group (143 students) and control group (147 students) were chosen for experiment from three Government Girls and Boys High Schools of Rawalpindi. Pretest, posttest Non-equivalent-Groups Design was selected for the study. Pre and post-test were given to experimental and control groups at the start and end of the study. Lessons plans were based on the format of direct instruction. Experimental and control groups were compared by applying t-test and analysis of covariance. Findings – The results showed that concept formation teaching model was more effective for clarification and strengthening of concepts than lecture method. Novelty - The study proves that this model is better than lecture method for strengthening Chemistry concepts. Type of Paper - Empirical Keywords: Concept; Concept Formation; Teaching; Teaching Chemistry; Concept Formation Teaching Model. JEL Classification: P46, I21, O31.

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UTSUMI, Yukinori, and Tetsuo ISOZAKI. "A Study on Teaching Materials and Approaches for Chemistry in Salters Advanced Chemistry." Journal of Research in Science Education 51, no. 1 (July 7, 2010): 13–21. http://dx.doi.org/10.11639/sjst.kj00007111374.

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Mondal, Dr Bhim Chandra. "The Effect of Computer Animation in the Teaching of Chemistry at Higher Secondary level: An Experimental Study." Indian Journal of Applied Research 2, no. 1 (October 1, 2011): 84–86. http://dx.doi.org/10.15373/2249555x/oct2012/29.

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Nguyen Van, Dai, Anh Dao Thi Viet, and Trung Vu Quoc. "The reality of self-study, developing self-study capacity and applying Blended Learning model in teaching chemistry at high school." Journal of Science Educational Science 65, no. 9 (September 2020): 203–17. http://dx.doi.org/10.18173/2354-1075.2020-0106.

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Self-study, especially self-study via the Internet, has an increasingly important role in the learning process in this digital age. Therefore, developing self-study capacity for students is always an urgent and long-term task at high school. This paper analyzes two issues: (1) Reality of self-study problem and developing self-study capacity for students in teaching chemistry and (2) Reality of applying blended learning model in teaching Chemistry to find some measures for applying blended learning model to develop self-study capacity for students to meet the current requirements of educational innovation.

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Li, Qing Shan, Jun Liu, and Ming Shuang Xu. "Research on Micro-Polymer Chemistry Experiment Teaching." Advanced Materials Research 96 (January 2010): 297–99. http://dx.doi.org/10.4028/www.scientific.net/amr.96.297.

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For nearly thirty years, there has been made great progress in micro-polymer chemistry experiment teaching which has these characteristics that using less reagents, less pollution and more portable in comparison with the conventional experiment. In China, Zhou Ninghuai and others began to go on micro-scale experiment research firstly and Professor Li Qingshan who brought this innovation to polymer organic synthesis experiment has done a lot of works in micro-polymer chemistry experiment teaching. To carry out the study of micro-polymer chemistry experiments not only accords with teaching methods and reform, but also conforms to the trend of the times of green chemistry. So the research and application of micro-polymer chemistry experiment have broad prospects.

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França, Igor Vinicius, and Keysy Solange Costa Nogueira. "Teaching Knowledge and Self-Concept: A Case Study Involving a Chemistry Teacher." Acta Scientiae 24, no. 1 (February 25, 2022): 117–44. http://dx.doi.org/10.17648/acta.scientiae.6627.

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Background: It is considered that, in order to teach, the teacher must have a base knowledge inherent to teaching and that the self-concept can influence the construction of this knowledge. Objectives: To analyse the correlation between teacher knowledge and self-concept. Design: This investigation began with a study on self-concept and teaching knowledge so it would be possible to build the theoretical framework that would support the collection and analysis of data. Setting and Participants: the participant of this research was a teacher who had been teaching chemistry for over 22 years in southern Brazil. Data collection and analysis: The body of data that constitutes this research permeates the analysis of semi-structured interviews, observations in pre-service teachers’ diaries and teaching materials (such as biweekly plans, appraisals, among others). The analysis categories were the teaching knowledge model called the Hybrid Model and the self-concept categories: affective, cognitive and behavioural. Results: The components of teacher knowledge that most emerged were General Pedagogical Knowledge, Content Knowledge and Knowledge of Instructional Strategies for Science Teaching, while the most emerging self-concept categories were Behavioural and Cognitive. The categories that most occurred were General Pedagogical Knowledge with Behavioural Self-Concept. Thus, it is understood that the way that this teacher interacts with his school space strongly influences the way he constructs his teaching practice. Conclusions: It is inferred that this connections can influence the construction of teaching knowledge of experienced and novice teachers. A better understanding of this process can help in understanding the teaching profession and, consequently, in predicting the efficiency and satisfaction of teaching practice, as well as pointing out possible ways to train chemistry teachers.

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Fatima, Batool, Umbreen Ishfaq, and Tehseen Tahir. "Evaluation of Chemistry Curriculum at Secondary Level and Objectives of National Curriculum of Chemistry 2006." Global Social Sciences Review III, no. II (June 30, 2018): 110–30. http://dx.doi.org/10.31703/gssr.2018(iii-ii).08.

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The study evaluates chemistry curriculum at the secondary level. Chemistry is the science subject which help in technological advancement. It deals with the study of composition, structure, properties, and different changes which take place in matter. There are different careers in chemistry such as in food processing, industries, health etc. The progress of any country depends on the achievement in the field of chemistry. The successes of these reforms are associated with chemistry curriculum. Therefore, this study re-examines the objectives of National Chemistry Curriculum 2006 and identifies the nature of implementation of chemistry curriculum. Questionnaire based data from 138 chemistry teachers (male and female) teaching at secondary level in District Haripur determined that modern teaching techniques are required in teaching chemistry. So, it is recommended to improve curriculum at regular intervals according to global standards.

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Usmonova Lola Mallaevna. "Improving traditional methods of teaching chemistry." International Journal on Integrated Education 3, no. 11 (November 16, 2020): 90–92. http://dx.doi.org/10.31149/ijie.v3i11.850.

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This article discusses various definitions of intelligence in Russian psychological research. It is concluded that the development of intelligence is necessary, as well as further development of scientific approaches to the study of intelligence

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Silva de Souza, Niely, Alessandra Marcone Tavares Alves de Figueirêdo, Carlos Alberto da Silva Júnior, Júlia Maria Soares Ferraz, and Márcio Jean Fernandes Tavares. "Inclusive Teaching in Organic Chemistry." International Journal for Innovation Education and Research 10, no. 1 (January 1, 2022): 290–306. http://dx.doi.org/10.31686/ijier.vol10.iss1.3618.

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Before the covid-19 pandemic paradigm, the education sector has been facing several challenges. Especially in the Chemistry area, the subjectivity and complexity conditions are admitted by many students when it is about teaching the content of this science. Furthermore, the promotion of active methodologies for teaching Inclusive Chemistry is deficient, mainly, methodologies which contemplate the particularities of the deaf community. In this context, the purpose of the present work is to offer remote teaching activities that addressed the content of Organic Chemistry in a contextualized way with environmental awareness regarding Urban Waste (RU), involving the principles of Inclusive Education (IE) for a high school class consisting of hearing and deaf students from a public school in Brazil. As for the methodology, the research was based on a qualitative and participatory perspective. Aiming at a methodological proposal which contemplates the students´ educational gaps, especially the deaf population, such as accessibility in Brazilian Sign Language (LIBRAS), the classes were contextualized with support by Digital Information and Communication Technologies (TDICs). Based on the activities carried out in the school environment, it was possible to verify continuous participation of all students, especially, in the activity which involved the water pollution simulator using the "Mozaik Education" software and showing how water pollution occurs upon contact with wastewater in a safe way. Therefore, the teaching resources used in this study were efficient, because they are facilitating agents in the knowledge acquisition process.

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Pokharna, Chandra Prakash, and Neetu Bharatiyaa. "Study of Effectiveness of Pattern Based Teaching Method on Students’ Long-Term Retention of Contents in Organic Chemistry." International Journal of Chemistry Education Research 3, no. 5 (May 22, 2021): 26–35. http://dx.doi.org/10.20885/ijcer.vol5.iss1.art4.

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Organic chemistry is a subject which students find difficult because of complex reactions and mechanisms involved. The main aim of this study was to study the students' understanding of the concepts of organic chemistry by pattern based teaching method (PBT). Pattern Based Teaching is a systematic approach in teaching chemistry where the reactions and mechanisms are systematized into a particular pattern for different functional groups. The students are made to understand the basic concepts how to introduce a particular functional group and how functional groups give reactions with different type of reagents. The present paper reports the effect of this innovative teaching method on students' long term retention of organic chemistry course material. Long term retention of contents was examined by conducting two tests-pretest (based on traditional lecture teaching) and a post-test (conducted after PBT). Students' of first year undergraduate class of two different colleges of Kishangarh city of Ajmer district of Rajasthan were used for the study. These students were divided into six groups and two of them were taught by the author by PBT method. The rest four groups were control groups taught by the traditional lecture based teaching method. Students performance after PBT method was compared to that in a traditional lecture based teaching method. Our analysis showed that the out of the six sample groups of students used in our study, the highest mean scores (10.46 and 13.36) were of the two experimental groups. The four control groups had mean scores in the range 7-10. This investigation thus suggests that pattern-based teaching in organic chemistry is a powerful and systematic approach which facilitates students’ long-term retention of contents of the subject. It promotes active learning and creates students’ interest in the subject.

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Do Hong, Ngoc, Hoang Le Huy, and Ninh Tran Trung. "Developing the ability to study the natural world in chemistry perspectives through teaching STEM Non - Metal Chemistry part 11." Journal of Science Educational Science 66, no. 4E (November 2021): 34–45. http://dx.doi.org/10.18173/2354-1075.2021-0187.

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Industry 4.0 has transformed many aspects of society, requiring high-quality human resources. The General Education Program 2018 has identified STEM education as one of the teaching methods that contribute to the formation and development of learners' qualities and competencies. Chemistry is a subject in high school with a close connection between theory and experiment, with many opportunities to develop students' abilities. This article introduces the development of the ability to study the natural world from in chemistry perspective through STEM teaching in the nonmetallic part of Chemistry 11. Through teaching the topic "Greenhouse effect", students have developed the ability to study the natural world from a chemical perspective. The pedagogical experiment has shown that the experimental class has a higher level of competence than the control class and the difference is statistically significant.

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Mirzaie, Rasol Abdullah, Masoumeh Shahmohammadi, and Amrollah Kouhi. "Study of students' mental images effect on learning chemistry." International Journal of Physics & Chemistry Education 2, no. 1 (February 16, 2010): 53–62. http://dx.doi.org/10.51724/ijpce.v2i1.183.

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It is clear that use of images has effect on teaching the chemistry concepts. In classrooms, some examples which are used for simplifying and understanding the material better are in macroscopic dimension and students do not understand particles such as atoms, molecules and ions well. In order to help them understand these concepts in macroscopic dimension, illustration is used. In illustration, students can reflect different concepts of chemistry which have learnt during teaching. One of the illustration methods is to use painting art, as one can determine the extent to which they have understood from chemistry concepts and relationship among different areas of the sciences, society and technology by studying paintings of these students. The Aim of this research is to determine through their paintings whether students have understood the taught concepts in chemistry of the first grade of high school in IRAN or not. These chemistry subjects include water, atmosphere, minerals and fuel. After teaching the above topics, the students were asked to select a subject at their will and paint about it. This research has been performed in two separate cities in IRAN but it has been implemented in equal age groups and it was specified that different places of residence had effects on selection of painting subject. Our experience showed that use of this method led to deep learning in the students and provided the opportunity for them to express their beliefs in scientific concepts in their own way and language. On the other hand, teacher performs a kind of continual evaluation in this way and understands students’ misconceptions and tries to remove these errors before beginning new subject. This method is interesting for students so that most of them mentioned that painting the chemistry was new and interesting experience.

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Maciejowska, Iwona, and Jan Apotheker. "TEACHER TRAINING AT CHEMISTRY FACULTIES – MUTUAL BENEFITS? A CASE STUDY BASED ON THE EXAMPLE OF THE IRRESISTIBLE PROJECT." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 2 (August 25, 2015): 104–11. http://dx.doi.org/10.48127/gu-nse/15.12.104.

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The training of teachers at educational science faculties prepares them better to deal with class management, individualization of teaching, evaluating, problems with motivation, etc. Teachers educated at chemistry faculties have a profound and well-established knowledge in the field of chemistry, but they demonstrate limited pedagogical skills. Recently, the collaboration between chemists, researchers in chemistry education and chemistry teachers has become more intense. In 2013, the Jagiellonian University joined the 7th Framework Programme project – IRRESISTIBLE (http://www.irresistible-project.eu). The goal of the project IRRESISTIBLE is to design activities that foster the involvement of students and the public in the process of Responsible Research and Innovation (RRI). A case study based on the example of the IRRESISTIBLE project is presented. Some interesting results are discussed. Key words: educational science, science education, teacher education.

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Sitnikova, Anastasia, Olga Simonova, and Mrityunjoy Kar. "Developing Chemistry Students’ Study Skills through Integration of Visual Organizers in Teaching ESP." Journal of Language and Education 2, no. 1 (March 1, 2016): 22–29. http://dx.doi.org/10.17323/2411-7390-2016-2-1-22-29.

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This study is aimed at development chemistry students’ study skills through integration of visual organizers (VOs) in teaching English for Special Purposes (ESP). The research specifically examined the students’ attitude toward the chemistry content of English classes and the achievement of two groups of 54 students under study. The results of the study indicated that there is a significant difference between the level of study skills in dealing with chemistry in English of the students in the experimental group before and after the experiment. The result of students’ perception about visual organizers, as a strategy and approach to teaching English through chemistry, highlighted the rаtionale in this undertaking. All communicative activities and presentations used by the teacher in the class incorporating visual organizers in identified formats such word webbing, web diagram, flowcharts, concept maps, Venn diagram and pictorial graphics obtained a positive perception of chemistry information in English. Performance, on the other hand, indicated the VO’s effectiveness in facilitating the learning of English and study skills development. This analysis implied that the experimental group performed significantly better than their peers in the control group. Facilitating English learning through chemistry content can be made through integrating visual organizers that help develop students’ study skills. Hence, the use of visual organizers effect changes in learning chemistry content for the better. Visual organizers help students perform better and improve their attitude toward learning English for professional communication.

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Rojas-Oviedo, Irma, Arcelia Meléndez-Ocampo, and Nancy Herrera-García. "Is Chemistry as hard for women as for men? A case study in Biological Pharmaceutical Chemistry Bachelor at Autonomous Metropolitan University Campus Xochimilco in Mexico, City." Science Education International 29, no. 4 (November 30, 2018): 196–200. http://dx.doi.org/10.33828/sei.v29.i4.1.

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Few would deny that teachers play a decisive role in the learning-teaching process of students. The learning-teaching process with a gender equity perspective is an important tool to improve the participation and success of women in chemistry. The learning-teaching process with a gender equity perspective was analyzed using the final scores of two taught modules along with molecular models, students’ drawing of flow diagrams, and open-book examinations. Data collected over a 15 years’ period were subject to χ2 testing using Statistical Package for the Social Sciences Software. Results found that the interaction effect between final scores and gender was statistically significant in the module of organic chemistry of drugs but not in the case of the module on drug production, which dealt with physical chemistry subjects. The significance of this study indicates that the teaching methodology used could help female students to learn both chemistry and physical-chemistry with better or similar outcomes than male students.

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BARAN, Mukadder, and Medine BARAN. "A Picture of Chemistry: A Case Study from High Schools (Hakkari Sample)." Journal of Education and Learning 12, no. 2 (February 13, 2023): 11. http://dx.doi.org/10.5539/jel.v12n2p11.

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This research aims to draw a picture of chemistry lessons based on students’ opinions in Hakkari, Turkey. The research design is a case study. An open-ended qualitative questionnaire consisting of 15 questions was used. The questionnaire was applied to 463 tenth- and eleventh-grade students studying at high schools in Hakkari. The data obtained were analyzed using qualitative and quantitative methods: content analysis, correlation tests, and chi-square tests. As a result, two categories were found: the factors affecting chemistry teaching and the effect of chemistry on students’ daily and future lives. According to this, students’ interest in chemistry is a factor in learning chemistry, the teaching method used by the teacher is an essential factor for chemistry, and having enough knowledge of chemistry affects achievement in other courses. A significant difference was found between female and male students choosing chemistry in their future careers, and the results were in favor of male students. On the contrary, female students thought that chemistry would be more permanent than males thought in their lives. The activities used in chemistry lessons, teachers’ attitudes in the classroom, and the use of chemistry examples in daily life are effective for learning chemistry and choosing chemistry for a future career.

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Bernardi, Flávia M., and Maurícius S. Pazinato. "The Case Study Method in Chemistry Teaching: A Systematic Review." Journal of Chemical Education 99, no. 3 (February 2, 2022): 1211–19. http://dx.doi.org/10.1021/acs.jchemed.1c00733.

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Hepler-Smith, Evan. "“A Way of Thinking Backwards”." Historical Studies in the Natural Sciences 48, no. 3 (June 1, 2018): 300–337. http://dx.doi.org/10.1525/hsns.2018.48.3.300.

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This article addresses the history of how chemists designed syntheses of complex molecules during the mid-to-late twentieth century, and of the relationship between devising, describing, teaching, and computerizing methods of scientific thinking in this domain. It details the development of retrosynthetic analysis, a key method that chemists use to plan organic chemical syntheses, and LHASA (Logic and Heuristics Applied to Synthetic Analysis), a computer program intended to aid chemists in this task. The chemist E. J. Corey developed this method and computer program side-by-side, from the early 1960s through the 1990s. Although the LHASA program never came into widespread use, retrosynthetic analysis became a standard method for teaching and practicing synthetic planning, a subject previously taken as resistant to generalization. This article shows how the efforts of Corey and his collaborators to make synthetic planning tractable to teaching and to computer automation shaped a way of thinking taken up by chemists, unaided by machines. The method of retrosynthetic analysis made chemical thinking (as Corey perceived it) explicit, in accordance with the demands of computing (as Corey and his LHASA collaborators perceived them). This history of automation and method-making in recent chemistry suggests a potentially productive approach to the study of other projects to think on, with, or like machines.

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Sikošek, Darinka, and Kornelia Žarić. "IMPLEMENTATION OF PROCESS-TARGETED ACTIVITIES OF PROSPECTIVE CHEMISTRY TEACHERS DURING CONTINUOUS TEACHING PRACTICE: A RATIONAL COMPARATIVE ANALYSIS OF TEACHING METHODS ACCORDING TO THE EXPRESSED COMPETENCIES." Problems of Education in the 21st Century 53, no. 1 (April 15, 2013): 74–88. http://dx.doi.org/10.33225/pec/13.53.74.

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The main aim of the teacher study program is to ensure the proper role of teaching practice, which is included in initial teacher training courses. It is necessary that teachers of chemistry gain or develop learner competencies for appropriate teaching/ learning in the chemistry subject by using innovative teaching methods. In terms of activities and methods correction of the continuous teaching practice model for prospective chemistry teachers in Pedagogical study program of 2nd degree "Educational Chemistry" which would ensure the creation of a competent chemistry teacher (active and innovative).The main result of the study is a list of potential competencies by prospective chemistry teachers using innovative teaching methods. These competencies can be developed and produced in the performance of activities defined by using continuous teaching practice, particularly in the areas of testing and assessment, experiential and collaborative learning, and experimental (laboratory and field) work. Each of these components is separately assessed by activity and competence. Key words: continuous teaching practice (role), innovative teaching methods, learners’ competencies, potential competencies by prospective chemistry teachers.

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Savitskaya, Тatsiana A., Aliaksei P. Liavontsyeu, Iryna M. Kimlenka, Dmitry D. Grinshpan, Pavel Drashar, Tran Dai Lam, and Pham Thi Lan. "Green chemistry teaching: Belarusian view through world tendencies." Journal of the Belarusian State University. Chemistry, no. 2 (September 12, 2022): 83–94. http://dx.doi.org/10.33581/2520-257x-2022-2-83-94.

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The disciplines curricula on green chemistry and sustainable chemistry available in various universities of the world were analysed. Trends in education development and science in this particular area were described as well as actual green chemistry teaching problems that need to be solved. Analysing the data obtained three approaches defining a trajectory for teaching the basic foundations of green chemistry were identified: British, European, and American. The first one involves in-depth study and the formation of competencies in the field of green chemistry. The second approach implies the inclusion of green chemistry in traditional chemical disciplines (organic, analytical chemistry, etc.). The third approach implies the inclusion of green chemistry as a module in such practice-oriented disciplines as biotechnology, food safety, ecology, etc. The content of the laboratory classes in green chemistry curricula and the usage of a green chemistry metric «green star» for assessment of their safety are discussed. It is proposed to join efforts of different countries for green chemistry ideas promotion and transfer the green chemistry ideas through creation of green chemistry centers of excellence for the use of its principles and methods in scientific research and the educational process.

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Sanga Lamsari Purba, Leony. "The effect of guided inquiri based chemistry teaching module on students independent learning attitude: An experimental study on the characteristics of colligative solution teaching material." Jurnal Pendidikan Kimia 12, no. 1 (April 25, 2020): 34–43. http://dx.doi.org/10.24114/jpkim.v12i1.17714.

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Mutambuki, Jacinta M., and Renee Schwartz. "We don’t get any training: the impact of a professional development model on teaching practices of chemistry and biology graduate teaching assistants." Chemistry Education Research and Practice 19, no. 1 (2018): 106–21. http://dx.doi.org/10.1039/c7rp00133a.

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This study investigated the implementation of best teaching practices by science graduate teaching assistants [GTAs] (3 chemists and 2 biologists) in five inquiry-based, interdisciplinary chemistry-biology experiments during a six-week professional development (PD) program,EngagePD. Additionally, we examined GTAs’ experiences in implementing specific PD aspects. The PD program took place as the GTAs taught sections of biology and chemistry laboratory courses, each comprising five interdisciplinary experiments. The PD aspects included defining expected learning outcomes, subject-matter knowledge, relevance to real-world and chemistry-biology connections, and other active classroom teaching practices. Data were collected through classroom observations, reflection questionnaires, and individual interviews. Findings indicated that 57% of the PD aspects investigated were implemented in the five interdisciplinary experiments. Results also revealed GTAs’ initial areas of struggle in implementing specific PD aspects. Perceived implementation difficulties were attributed to individual perceptions and beliefs, and contextual factors. Through practice, continuous feedback, and reflections, most GTAs overcame the hurdles and refined their teaching. Findings imply the need to design training PD programs that offer mentoring and support to GTAs and future faculty in implementing teaching innovations. The teaching context and reflection prompts are helpful in identifying areas of difficulties and how to improve.

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Yerrick, Randy, and Tiffany Simons. "The Affordances of Fiction for Teaching Chemistry." Science Education International 28, no. 3 (October 5, 2017): 232–43. http://dx.doi.org/10.33828/sei.v28.i3.7.

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As science fiction has a way of capturing the human imagination that few other genres can rival, this study sought to investigate the effects of using science fiction on the performance and interest of high school chemistry students. An action research approach was used to guide the first author’s practice as she studied two college preparatory chemistry classrooms. One class was used as a control group and received traditional chemistry instruction through lecture and labs. The second class was provided with supplemental excerpts of science fictional reading and film. Student scores on a pre-assessment and post-assessment achievement test items were analyzed and supplemented with student interviews and field note observations, and a teacher reflective journal was used to complement achievement data and inform findings regarding the effectiveness of including fiction as a pedagogical choice. Implications for this study on teaching tools, methodologies, and curriculum development are discussed.

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Usmonova Lola Mallaevna. "Improving traditional methods of teaching chemistry." International Journal on Integrated Education 3, no. 11 (November 26, 2020): 187–90. http://dx.doi.org/10.31149/ijie.v3i11.883.

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This research corresponds to the priority of the development of science and technology of the republic. "Spiritual and moral, cultural development of a democratic and legal society, the formation of an innovative economy." The research is carried out within the framework of the research plan of the Navoi State Pedagogical Institute. The main results of the study will be tested in the activities of pedagogical institutes, including students of Navoi State Pedagogical Institute, as well as in the 1st academic lyceum in Navoi and the 2nd academic lyceum under Navoi State Mining Institute.

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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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Najah, Abel Nyimba, Moses Abdullai Abukari, Thomas Nipielim Tindan, Patrick Agyei, Isaac Azumah Gonyalug, and James Dentu Mensah. "Chemistry Teachers’ Knowledge of Teaching and Assessment of Senior High School Students." East African Journal of Education Studies 6, no. 3 (October 2, 2023): 71–84. http://dx.doi.org/10.37284/eajes.6.3.1478.

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The Ghana Education Service has employed two categories of chemistry teachers who are expected to deliver in line with a set standard of teaching and assessment. The study investigated professionally trained chemistry teachers and untrained chemistry teachers using Shulman’s PCK model. The study investigated their knowledge of teaching and assessment. A multi-case study design was used to investigate multiple knowledge domains of chemistry teachers in senior high schools within the Tamale Metropolis in the Northern Region. One hundred fifty chemistry students and 12 chemistry teachers were selected through a random sampling technique, and in one of the schools, a convenient sampling technique was utilised. The study employed questionnaires, interviews, and classroom observation to solicit data from the participants. The quantitative data gathered was analysed by employing descriptive statistics and paired sample t-tests. The qualitative data was analysed by developing common themes and patterns in the respondents’ responses. Comparatively, the findings revealed that the professionally trained chemistry teachers exhibited higher knowledge of teaching and assessment in chemistry than the untrained chemistry teachers. Case-by-case analysis and comparison of the findings indicated that some untrained chemistry teachers exhibited higher knowledge in teaching and assessment than some of the professionally trained chemistry teachers. It was therefore recommended that colleges of education and universities that train teachers should concentrate on the pedagogical development of chemistry teacher trainees. Content knowledge alone would not ensure professional teaching of chemistry. Ghana Education Service, in collaboration with other governmental and non-governmental agencies, should periodically organise workshops and seminars for in-service chemistry teachers’ professional development to be trained in modern pedagogical trends. In-service chemistry teachers should be given opportunities for further studies to learn and discover emerging methods and strategies for teaching chemistry

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CHE, Ping, Xin-Xue LI, Hong-Liang YAN, and Wen-Jun LI. "Study on the Teaching Method for Course of Chemistry and Applying Chemistry to Society." University Chemistry 31, no. 12 (2016): 49–52. http://dx.doi.org/10.3866/pku.dxhx201607008.

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Baldwin, Nicole, and MaryKay Orgill. "Relationship between teaching assistants’ perceptions of student learning challenges and their use of external representations when teaching acid–base titrations in introductory chemistry laboratory courses." Chemistry Education Research and Practice 20, no. 4 (2019): 821–36. http://dx.doi.org/10.1039/c9rp00013e.

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Practicing chemists use models, diagrams, symbols, and figures to represent phenomena which cannot be detected by the human senses. Although research suggests that these external representations (ERs) can also be used to address the challenges that students have in learning chemistry, it is not clear how instructors' use of ERs aligns with their perceptions of student learning difficulties. In other words, do instructors use ERs to address what they perceive as students' major challenges in learning chemistry, or are they using ERs for other reasons? The answer to this question could have implications for the professional development of chemistry instructors, including both classroom instructors and laboratory facilitators. As a pilot study to guide the development of a larger project focused on the use and interpretation of ERs, we interviewed eleven general chemistry teaching assistants at a major university in the U.S. Southwest about their use of ERs when facilitating acid–base titration laboratory activities. Our data suggest that there is a lack of alignment between teaching assistants’ primary reported use of ERs and the primary challenge that they perceive their students have when learning about acid–base titrations. We discuss potential reasons for this misalignment, as well as implications for teaching assistant training related to the use of ERs in the laboratory learning environment.

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Kazimova, Nafisakhon Minovarovna, and Muzifabonu Abbaskhon Kizi Odiljonova. "Learning Foreign Languages with Teaching Analytical Chemistry." International Journal of Multicultural and Multireligious Understanding 8, no. 12 (December 27, 2021): 604. http://dx.doi.org/10.18415/ijmmu.v8i12.3377.

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One of the most interesting disciplines of chemistry is analytical chemistry, which describes the modern methods of teaching science, the use of foreign languages in some terms, as well as the study of science. The current demand is to learn foreign languages from the reader, for the educated in general. In this sense, a student who is learning at least a little bit, at the same time learns the language to a certain extent.

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Byusa, Edwin, Edwige Kampire, and Adrian Rwekaza Mwesigye. "Ways School Leaders Support the Teaching of Chemistry." African Journal of Educational Studies in Mathematics and Sciences 16, no. 1 (September 4, 2020): 63–72. http://dx.doi.org/10.4314/ajesms.v16i1.5.

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The study aims to reinforce the effective teaching of chemistry in secondary schools through the support of the school leadership in the implementation of the competence-based curriculum (CBC). Interviews were organised and conducted with five headteachers and five deputy headteachers from ten selected schools. The results confirmed that the support provided by the school leadership in teaching chemistry was dominated by 30% of respondents at visiting teachers in classes, provision of some basic teaching materials and encouraging teachers to work in the chemistry department for mutual support and professional growth. However, in some schools, there is a need for prioritising continuous professional development (CPD) opportunities, feedback meetings and analysing school data for decision making. Therefore, this study recommends more efforts in CPDs, avail enough teaching aids and hold the pedagogical review and learning meetings lead by headteachers; analyse and use the school data for continuous improvement and build the school on tangible evidence in positive learning outcomes. Plus more support in engaging learners doing chemistry rather than just giving them chemistry books. Transformational leadership is needed, where all stakeholders share the same vision and mission of the school.

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Shtobbe, Irina Andreevna, and Olga Vasilevna Azarova. "University lecture: experience of teaching chemistry to foreign students." Development of education 6, no. 2 (June 28, 2023): 63–70. http://dx.doi.org/10.31483/r-106252.

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The article presents the experience of teaching chemistry to foreign students of a medical university. To facilitate the understanding of educational material in chemistry by foreign students, the didactic potential of university lectures has been expanded. Every year, Russian universities accept citizens from more than 170 countries to study. The annual growth in the number of foreign students corresponds to the national course for further integration into the educational and scientific community of the allied states. The relevance of the study is determined by the need of Russian universities to develop educational and methodological materials in a foreign language for training programs for foreign students. The aim of this study is to facilitate the understanding of lecture material, and, as a result, to increase the effectiveness of teaching chemistry to foreign students of a medical university through the use of an English-language course of lectures in the learning process. Within this work, using the method of students questionnaire survey, a pedagogical study of the attitude of foreign students to the use of a course of chemistry lectures in English was carried out. The study involved 80 foreign students of Altai State Medical University, citizens of far abroad countries. It was found that the described course of lectures minimizes the difficulties of foreign students' perception of large amounts of educational material (97.5% of respondents), increases the efficiency of independent work (92.5%), helps to overcome the language barrier when teaching in an intermediary language (67.5%), as a result, there is a general interest of foreign students in chemistry as a science (95%), facilitating of educational material understanding and an increase in academic performance (96.2% of those who successfully passed the exam in chemistry compared to 60% of students in the control group). Thus, we came to the conclusion that the use of a developed English-language course of lectures in the teaching chemistry makes it easier for students to perceive the lecture material and improve the quality of chemistry education for foreign students.

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Kanapathy, Suganty, Khai Ern Lee, Mazlin Mokhtar, Sharifah Zarina Syed Zakaria, Subarna Sivapalan, and Azizah Mohd Zahidi. "Sustainable chemistry teaching at the pre-university level." International Journal of Sustainability in Higher Education 20, no. 4 (May 7, 2019): 784–802. http://dx.doi.org/10.1108/ijshe-10-2018-0186.

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Purpose This paper aims to discuss the knowledge levels, attitudes and behaviours regarding the concept of sustainable development among pre-university programme educators, as well as the potential barriers and opportunities they face in adopting the concept of sustainable development in the teaching of the pre-university level chemistry module at a public university in Malaysia. Design/methodology/approach A survey was conducted with eight educators of a pre-university programme at a public university located in Selangor, Malaysia. This pre-university programme exposes students to advanced courses in science, which are very much like first-year university courses for candidates who are interested in gaining admission to degree programmes. For this study, the focus was on chemistry educators only. The collected data were analysed through descriptive analysis following which interviews were conducted with the respondents. Findings In general, the educators have good knowledge and attitudes towards the concept of sustainable development. Moreover, their projected knowledge (K), attitude (A) and behaviour (B) focus more on environmental dimensions, as opposed to other sustainable development dimensions. While the integration of the concept of sustainable development in chemistry teaching is restricted by a few barriers, such as content-based learning, lack of guidebooks related to sustainable development and an overcrowded curriculum, positive responses from the chemistry educators indicate that there are opportunities to implement sustainable chemistry concepts in the pre-university chemistry module. Research limitations/implications The present study was conducted with several limitations; the data were obtained from a small sample size at an institute located within a public university. The respondents of this research consisted of only three existing chemistry educators and five administrators who are also educators. Further studies about sustainable chemistry teaching should include samples from other public and private universities. Originality/value This paper is instrumental in assisting the Ministry of Education, administrators, as well as educators within the pre-university sector to shift their goals towards sustainable chemistry teaching to achieve success in education for sustainable development.

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Tsaparlis, Georgios. "First and second thoughts about teaching secondary chemistry." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 371–80. http://dx.doi.org/10.31129/lumat.v3i3.1035.

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This paper selectively reviews both early and more recent work by the author on the teaching of chemistry at secondary level. The purpose is twofold: (i) to review the proposals, their features, and the research behind them, (ii) to emphasize the strength over time of the work presented, but also the need for constant revision. The reviewed topics for lower secondary education (7th-9th grades) include: a revised curriculum (1984); a study of Greek students’ contextual chemistry knowledge (1987); an updated proposal about the curriculum (2001); an integrated physics and chemistry program for the 7th grade (2000), that has been further developed recently (2011) to include biology; two research studies on teaching methodology (2000)’; a chemistry course for the 8th grade (2010); revision of the current formal Greek chemistry curriculum (2014). The reviewed topics for upper secondary education (10th-12th grades) include: three early (1981, 1985a, 1985b) studies on Greek students’ strengths and difficulties with chemistry; a context-based chemistry curriculum (1988, 1991); proposals for new chemistry curricula (2000, 2011, 2014) for the 10th and 11th grades. Coupling to the PARSEL modules is also made. The paper concludes by making reference and connection to the work of Hans Jürgen Schmidt.

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Journal articles on the topic 'Chemistry, study and teaching'

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