A three-attribute transfer skills framework – part I: establishing the model and its relation to chemical education

In an era in which information is rapidly growing and changing, it is very important to teach with the goal of students' engagement in life-long learning in mind. This can partially be achieved by developing transferable thinking skills. In our previous paper – Part I, we conducted a review of the transfer literature and suggested a three-attribute transfer skills framework presented graphically as a cube. The goals of this paper – Part II are (a) to investigate the application of the three-attribute transfer skills framework by conducting two studies; and (b) to demonstrate the value of the framework as a tool for design of assignments and assessment of students' transfer skills. In this paper, we have applied the three-attribute transfer skills framework to design assignments and to assess middle and high school students. In order to achieve the first goal we conducted two studies: (1) investigating high school chemistry students in a computerized laboratory setting, and (2) exploring middle school students who were exposed to a science enrichment program. Study 1 took a case-based chemistry approach and included assessment of high school honor chemistry students' transfer skills. In Study 2, we evaluated the transfer skills of ninth grade students who had participated in a science enrichment academic program with emphasis on physics and we compared boys to girls. Findings of Study 1 indicated an increase in students' far transfer skill as expressed by the progress students made in transferring knowledge from chemistry to other science domains and by using more chemistry understanding levels in their responses. In Study 2, we found that the near transfer skill of middle school boys was significantly higher than the same skill among girls who participated in the same enrichment program. Both parts, the review and the three-attribute transfer skills framework (previous paper – Part I) and the research (this paper – Part II), contribute to narrowing the gap between the theory of transfer, empirical research, and the practice of transfer in science classrooms.

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This chapter focuses on teaching and learning of chemistry through argumentation. It focuses on chemistry educators’ uptake of argumentation, provides a summary and critique of argumentation studies conducted in the field of chemical education across K-16 classrooms, and discusses implications of the findings reported in these studies for practice and future argumentation studies in chemistry education. One critical piece of this chapter is a discussion on the nature of chemical knowledge and how to promote the philosophy of chemistry in argumentation-based teaching and learning. This chapter also provides a sample argumentation task that can be adopted and used by high school chemistry teachers, professors of introductory chemistry courses and pre-service teacher educators.

Chemistry is a science that causes human, political and social impacts. Contemporaneous didactic-pedagogical development programs have focused on reflexive teachers who participate in appropriation of knowledge with their students. These programs are based on a close relation between knowledge and learning. The teaching profession is complex and goes beyond knowing and teaching. The search for balance among required competencies in teaching degree programs is fundamental to develop teachers’ profiles. To reach balance, teachers’ early Education must be guided through the articulation path between specific knowledge and pedagogical knowledge. In Higher Education, teaching degrees in Chemistry should account for several aspects, such as the content to be taught, curriculum, pedagogy related to the course, scientific knowledge and other specificities about teaching and teaching of the chemical science. Keeping in mind the educational process of Chemistry teachers in Brazil, this study aimed at understanding – through scientific studies in the field of chemical Education – the development of Chemistry teachers’ practices in their lessons. The investigation aimed at discussing what influences specific and pedagogical development of Chemistry teachers and what challenges their work in Brazil nowadays. Twenty-five papers published in Brazilian journals were selected to determine how pedagogical knowledge is inserted into teacher Education programs that focus on undergraduate students in Chemistry. This paper also describes methodological strategies used by teachers to carry out their tasks. The methodology of the study had a qualitative-exploratory nature. Results reinsure that teachers, mainly Chemistry teachers, need to reflect upon methodologies they use, re-invent their practices, look for theoretical references and update their knowledge of Chemistry teaching.

In this review article, formulae based on innovative mnemonics have been discussed to create interest and remove phobia of students in the field of chemical education. Educators can use these numerous mnemonics in their teaching style in the classroom lectures after discussing conventional methods to make chemistry intriguing. Here, I have tried to focus some time economic mnemonics by including thirty-three (33) new formulae in the field of chemical education. It will encourage students to solve multiple choice type questions (MCQs) at different competitive examinations in a time economic ground. This review article emphasizes chemical education in the light of a variety of mnemonic techniques to make it metabolic, time economic and intriguing for students because the use of mnemonics in classroom lectures is an essential tool to become a distinguished educator.

In this chapter, we review recent trends in the philosophy of chemistry and its applications in chemical education. Chemistry has maintained quite a peripheral existence in the philosophy of science for a long time, thus evading focused attention and critical analysis. However, since the 1990s an increasing number of books, journals, conferences and associations focused on philosophy of chemistry highlighting the contributions of chemistry to philosophy of science (Bhushan and Rosenfeld, Of minds and molecules: new philosophical perspectives on chemistry. Oxford University Press, Oxford, 2000; Hendry, The metaphysics of chemistry. Oxford University Press, 2012; McIntyre and Scerri, Synthese 111(3):211–212, 1997; Scerri and McIntyre, Synthese 111(3):213–232, 1997; Schummer, The philosophy of chemistry: From infancy toward maturity. In: Baird D, Scerri E, McIntyre L (eds) Philosophy of chemistry: synthesis of a new discipline. Springer, Dordrecht, pp 19–39, 2006; Van Brakel, Ambix 57(2):233–234, 2010; Van Brakel, Synthese 111(3):253–282, 1997; Woody, Philosophy of Science 67 (Proceedings):S612–S627, 2000). The uptake of this new domain in the context of chemical education research and practice has been minimal despite some earlier acknowledgment of the potential significance for chemical education (Erduran, Science & Education 10:581–593, 2001; Gilbert et al. Research and development for the future of chemical education. In: Gilbert et al. (eds) Chemical education: towards research-based practice. Kluwer, Dordrecht, pp 391–408, 2003). The special edition of the Science & Education journal on ‘Philosophy, Chemistry and Education: An Introduction’ (Erduran, Science & Education, 2013) is the first collection where the work on the applications of philosophy of chemistry in chemical education has been collated. This chapter will begin with an overview of some of the key and example debates in philosophy of chemistry. These examples will include themes such as reductionism (e.g. Scerri, Journal of Chemical Education 68(2):122–126, 1991) and supervenience (e.g. Papineau, Arguments for supervenience and physical realization. In: Savellos EE, Yalcin U (eds) supervenience: new essays. Cambridge University Press, 1995) as well as aspects of chemical knowledge such as laws (e.g. Christie and Christie, “Laws” and “theories” in chemistry do not obey the rules. In: Bhushan N, Rosenfeld S (eds) Of minds and molecules. Oxford University Press, Oxford, pp 34–50, 2000), models (e.g. Woody, Science & Education, 2013) and explanations (e.g. Hendry, The chemical bond: structure, energy and explanation. In: Dorato M, Redei M, Suarez M (eds) EPSA: Philosophical issues in the sciences: launch of the European Philosophy of Science Association. Springer, Berlin, pp 117–127, 2010.). Second, the implications of these themes for chemical education research and practice will be explored. The central argument is that understanding of how chemistry is conceptualised and how chemistry is learned, chemical education research has to be informed by the debates about the epistemology and ontology of chemistry. The discussion will be contextualised in the area of nature of science (NOS) that has been one of the highly studied areas of research in science education (Chang et al. Journal of Science Education and Technology, 2010). Contributions of how philosophy of chemistry can contribute to the characterisation of NOS by nuanced perspectives on the nature of chemistry will be discussed. Theoretical perspectives and empirical studies on NOS have tended to focus on domain-general aspects of scientific knowledge with limited understanding of domain-specific ways of thinking. NOS literature can be further developed both theoretically and empirically, thereby contributing more to HPS studies in science education. Third, some applications of philosophy of chemistry in chemical education will be reviewed in more detail. For example, proposed work for secondary chemical education, including the context of the teaching of periodic law through argumentation, will be visited (e.g. Erduran, Foundations of Chemistry 9(3):247–263, 2007). Fourth, the chapter will argue that there is developing potential for reciprocal interplay between philosophy of chemistry and chemical education. While philosophy of chemistry has the potential to influence chemistry education, chemistry education in turn can influences philosophy of chemistry, particularly in relation to empirical foundations of chemical reasoning. The paper will conclude with some recommendations on the future directions of research in chemical education that is informed by philosophy of chemistry.

Context based learning approaches have been presented in this article as a way to enhance student’s interest in, as well as time economic learning outcomes from chemical education. In this article 16 years research based time economic study has been presented on hydrocarbon, aromaticity and chemical bonding to cultivate the interest of teaching and learning in organic and inorganic chemistry when solving context-based chemistry problems. In this pedagogical survey, we have tried to hub twelve (12) innovative and time economic methodologies by including thirty two (32) completely new formulae in the field of Chemical Education. Concepts that usually confuse the students in the examination hall have been explained here by some innovative methods based on applied mathematics. In this context, current trends in chemistry have been highlighted by some technical methods. The review explores the results and gives implications for context-based teaching, learning and assessment.

Virtual reality technology has been recently more intensively applied in chemistry. HaptiChem, which was developed in 2006, is one of the systems appeared in the early stage of this field. It is an intermolecular force display system, which makes it possible to touch and move molecules as feeling intermolecular force in a three-dimensional virtual space by using a haptic device. The functions and graphic display were designed as simple as possible for educational use, so that learner can easily grasp the meaning of the concept of molecular forces. We introduced HaptiChem in chemical education. We held a high school chemistry class with 43 students entitled “Several Forces between Molecules” as being open to the media. The students learned about intermolecular force from a lecture together with experiences of the force using HaptiChem. They asked more questions about intermolecular force during the class than usual. Their answers to the questionnaires after the class indicated that the haptic system promoted curiosity and enhanced learning. The students could learn more effectively by combining with the active feeling with HaptiChem. The high-school teachers evaluated that such a system can more efficiently encourage students to learn and remember things by stimulating their sense of touch. The observations also suggested that a haptic device made it easier to establish three-dimensional perception, which is difficult only with 2D-display. This pilot experiment was performed on 15th March 2007. It was the first attempt at using it in the field of chemical education. The observation was done fourteen years ago. However, since the effectiveness of haptic device in chemical education has not been changed and the interests of the applications have been increased, we decided to report the data we observed, which should be still worth disclosing. We wish to dedicate the results to new developments now and in the future.

On offering this country as host to the first International Symposium on University Chemical Education the group of us who urged this initiative did not imply that chemical education is a particularly well developed science in Italy. The meaning of this invitation is a more modest, but genuine, one: it is simply our deep interest in the subject. It is therefore highly rewarding to see how many colleagues from other countries have accepted with enthusiasm the invitation to meet here and tell us about their own experiences and lines of thought in chemical education. It seems obvious that our colleagues may wish to learn something of what is going on in this country in the field of chemical education. In the following I have tried to meet this expectation in a critical way. However, my aim is substantially informative with the view that the educational status of a given country, whether satisfactory or not, is not a purely internal

Virtual reality technology has been recently more intensively applied in chemistry. HaptiChem, which was developed in 2006, is one of the systems appeared in the early stage of this field. It is an intermolecular force display system, which makes it possible to touch and move molecules as feeling intermolecular force in a three-dimensional virtual space by using a haptic device. We introduced HaptiChem in chemical education. We held a high school chemistry class with 43 students entitled “Several Forces between Molecules” as being open to the media. The students learned about intermolecular force from a lecture together with experiences of the force using HaptiChem. They asked more questions about intermolecular force during the class than usual. Their answers to the questionnaires after the class indicated that the haptic system promoted curiosity and enhanced learning. The students could learn more effectively by combining with the active feeling with HaptiChem. The high-school teachers evaluated that such a system can more efficiently encourage students to learn and remember things by stimulating their sense of touch. The observations also suggested that a haptic device made it easier to establish three-dimensional perception, which is difficult only with 2D-display. This pilot experiment was performed on 15th March 2007. It was the first attempt at using it in the field of chemical education. The observation was done fourteen years ago. However, since the effectiveness of haptic device in chemical education has not been changed and the interests of the applications have been increased, we decided to report the data we observed, which should be still worth disclosing. We wish to dedicate the results to new developments now and in the future.

During the last three decades, chemical education in Slovenia has developed mainly in two chemistry education research groups, one located at the University of Ljubljana and the other at the University of Maribor. The present study aims to identify research papers in the field of chemical education published between 1991 and 2019 through a database survey. From a total of 273 identified research papers in the field of chemical education, an analysis of the papers published in respected international and Slovenian journals and monographs revealed four main research fields: (1) Submicrorepresentations, Models and Animations, (2) Chemistry Teacher Education, (3) Experimental Work, and (4) Conceptions of Basic Chemical Concepts. For further analysis, only papers published in English in respected peer-reviewed international journals were used (N = 41). Based on citations in Web of Science or Scopus, it seems that papers published in the first field have the greatest impact on the international research community. Some research monographs published in Slovenian aim specifically at contributing to bridging the gap between chemical education research and classroom practice, but further actions are necessary to achieve this goal in the future.

The Guru–Śiṣya Paramparā (teacher–disciple tradition) of ancient India represents one of the most profound and holistic educational models in world history. It emphasised not only academic learning but also character formation, spiritual growth, and the transmission of tacit knowledge through close personal interaction between the Guru and the Śiṣya. In today’s rapidly evolving management education landscape—dominated by technological instruction and standardised curricula—this traditional model offers timeless lessons in sustainable mentoring, ethics, leadership, and experiential learning. This paper examines the Guru–Śiṣya Paramparā as a framework for lifelong learning and skill transfer in modern management education. Drawing from Indian Knowledge System (IKS) sources such as the Vedas, Upanishads, the Ramayana, and the Mahabharata, as well as case references like Guru Vashishtha, Guru Sandipani, Lord Rama, and Lord Krishna, this study identifies key pedagogical principles of mentorship. It applies them to the context of 21st-century management learning. Data is drawn from secondary sources, including IKS literature, management pedagogy research, and interviews with educators. Findings suggest that integrating the Guru–Śiṣya framework into management institutions can foster holistic skill transfer, emotional intelligence, and ethical leadership—qualities crucial for sustainable management practices.

There are many software in the field of chemical education. However, it was found, via student questionnaires, that these software have some defects, for example students like to see more realistic graphics rather than the computer graphics, and teachers also like to have a more intractive approach in their classes. We have developed new type CAI software to solve these difficulties by using a new technique which enables us to use different multimedia sources as part of original CAI programs.These multimedia software will hopefully improve the use of CAI programs in chemical education. In particular, we edited the video movie into a short interval (a few minutes) file and used it in CAI programs as an original and novel method.

In this review article, formulae based mnemonics on chemical education have been highlighted by innovative and time economic way to enhance the interest of students' who belong to paranoia zone of chemistry. Here, I have tried to hub fifteen (15) time economic mnemonics by including thirty-six (36) formulae in the field of chemical education. This article encourages students to solve multiple choice type questions (MCQs) at different competitive examinations in time economic ground.

Embedding enterprise education: A service based transferable skills framework