Basic Chemical Concepts Research Articles

Mind the Gap Between Chemistry and Outdoor Education: Primary and Lower Secondary Preservice Teachers’ Beliefs During an Outdoor-Based Introduction to Chemistry in Science Education

ABSTRACT Outdoor education is rarely used to teach chemistry, despite its potential benefits for students. This paper investigates preservice teachers’ (PSTs) beliefs about the domain of chemistry in science education. Sixteen primary and lower secondary PSTs were asked to draw their perception of chemistry in science education and mind maps about outdoor education before being exposed to a novel, student-active approach. This approach introduced chemistry outside the classroom, demonstrating how outdoor environments can be used with students to learn about basic chemical concepts. Six participants were selected for in-depth interviews after the introduction. An abductive approach was applied to analyze the data. Results indicate that prior beliefs about teacher-centered laboratory activities dominate, with few links to everyday or natural phenomena. The interviews showed that these beliefs stem from secondary school experiences, often associated with challenges such as difficulties in remembering the content of experiments. Some PSTs had prior teaching experiences and wished to include the outdoor environment in their future teaching practice. These unique and diverse beliefs influenced direct encounters with chemical phenomena outdoors. Activities that created visible links between familiar phenomena and chemistry were embraced, especially if they solved prior challenges from school. Nevertheless, the diversity of outdoor phenomena led some PSTs to question their prior chemistry knowledge. This challenge may hinder future integration of outdoor activities unless these questions are addressed. The findings suggest that regularly incorporating chemistry related outdoor activities in teacher education may prove beneficial. However, reflecting on emerging challenges is essential.

Peran Media Pembelajaran Kreatif Dalam Peningkatan Keterampilan Sains Anak Usia Dini di Kelurahan Kebonsari, Kecamatan Citangkil, Kota Cilegon

The lava lamp exercise with the children of kebonsari urban village, citangkil sub-district is a fun and educational activity that involves making simple lava lamps using materials easily found at home. This study aims to explore the children's experience of the lava lamp experiment, and its impact on their understanding of basic chemistry concepts, and chemical interactions. Through a teaching approach based on simple science experiments and participatory observation, children were given the opportunity to experiment with a mixture of oil, water, and coloring agents to create interesting visual effects in their own lava lamps. The results showed that this practice not only increased children's interest in science, but also strengthened collaborative skills, and understanding of basic experimental concepts. This experiment highlights the importance of experiential and interactive learning approaches in developing childrens I nterest in science.

Learning with NanoKid: line-angle formula, chemical formula, molecular weight, and elemental analysis

Abstract The conversion from line-angle formula to chemical formula often poses a challenge for first-year nonchemistry majors. To address this, the authors developed an engaging exercise lecture that encompasses the conversion process and related chemistry concepts, including molecular weight and elemental analysis. Initially, the instructor reviews basic chemistry concepts with the students. Subsequently, students construct a NanoKid structure model using transistors and red LEDs connected by plastic tubes, representing carbon and oxygen atoms, respectively. By referencing their models, students identify the chemical formula of NanoKid, calculate its molecular weight, and perform elemental analysis under the guidance of the instructor. Additionally, they estimate the scale of the NanoKid model relative to the actual NanoKid molecule. The exercise promotes peer review among students and is completed within approximately 45 min. A post-lecture questionnaire revealed that the exercise was well-received by the students.

Game-based learning in metaverse: Virtual chemistry classroom for chemical bonding for remote education

AbstractVirtual classrooms based on the metaverse or virtual reality are useful and effective for imparting basic chemistry concepts. Interactive and immersive environments can effectively teach fundamental chemistry concepts, such as chemical bonding and formulas, thereby making these otherwise abstract and intangible ideas more accessible and understandable. With the outbreak of Covid-19, e-learning platforms have also been developed for chemistry education. However, these platforms are unable to make learning chemistry interactive and enjoyable. Therefore, there is a need to motivate students to learn basic chemistry concepts in an immersive and interactive environment. In this paper, we propose an immersive virtual reality-based Virtual Chemistry Classroom for Chemical Bonding (VC3B) to facilitate the learning of chemical bonding and formulas through a game-based learning approach. It includes two different games for learning chemical bonding and formulas. In the first game, molecule construction, students reconstruct the structure of molecules by rearranging the atoms in order to learn about chemical bonding. In the second game, chemical formula, students compose the chemical formula of a given compound to help them memorize chemical formulas. The study, conducted on 90 middle school students, employed a randomized controlled study design, dividing participants into three groups. Each group learned about chemical bonding and formulas through three different mediums. After conducting the experiment, the students were given a questionnaire to evaluate the usability of VC3B. The results of the study were positive, with participants finding the VC3B to be more interactive than traditional book and online lecture methods. Participants were also motivated to learn and enhance their knowledge of chemistry.

Stages of Formation of Chemical Concepts Students in Grades 10-11

The article discusses the stages of formation of chemical the concepts in the process of studying the subject. One of the tasks of teaching chemistry, in particular cognitive, is to understand the patterns of structure and transformation of simple compounds in living and inanimate systems. That is, to understand to form concepts. The formation of concepts is a complex process, not only for the students but also for the teacher faculty. The process of forming concepts can be divided into three parts: education, development and integration. The method of the education depends on the nature of concept, the level of their knowledge, the formation of theoretical knowledge of students and the role of this concept in terms of teaching. In scientific cognition and in teaching, two ways to form concepts are used: from sensory data by inductive generalization and by deductive deduction from known theories. The purpose of this study is to determine the stages of the formation of educational material in chemistry of grades 10 and 11 of secondary school for further systematic studies. The following methods were used in the study: theoretical (analysis of psychological, pedagogical and scientific-methodological literature on the problem under study, analysis of the content of modern programs, textbooks, manuals on chemistry; study of existing regulatory documents defining the features of the development of education; modeling of the process of formation of the basic chemical concepts at the propaedeutic stage of training).

Analisis Pemahaman Siswa SMA Pada Materi Larutan Elektrolit Dan Non Elektrolit

It’s very important for students to be able to understand the basic concepts of chemistry and how they relate to one concept to another. The purpose of this study is to evaluate and examine the nderstanding of grade XI MA Al Rohmah students in Tasikmalaya for understanding the concept of electrolyte and non electrolyte solutions. Descriptive research methodology with a quantitative approach is used. The study involved 22 students who were taken as samples by researchers. Data collection was conducted through an online questionnaire-based test consisting of 7 multiple-choice questions with Yes/No options. The results showed that 18 students (81.81%) had the ability to understand the concept of electrolyte and non-electrolyte solutions very well. But there are still 4 students (18.19%) who still do not understand the basic concepts of electrolyte and non-electrolyte solution materials. This shows that a more interactive and in-depth learning approach is needed to increase students' understanding of electrolyte and non electrolyte solution materials which include phases and chemical bonds in a compound that can affect its electrolyte properties, lamp flame tests on electrolyte and non electrolyte compounds, and the ionization process of electrolyte and non-electrolyte solutions to strengthen the basic concepts of student chemistry.

Al-Chemy: e-learning platform for foundation students

The unexpected closure of educational institutions as a result of the emergence of COVID-19 prompted the authorities to suggest adopting alternatives to traditional learning methods. E-learning is an innovative approach for delivering electronically mediated, well-designed, learner-centred interactive learning environments by utilizing internet and digital technologies with respect to instructional design principles. This paper presents the implementation and prototyping of an innovative web-based e-learning platform for chemistry course known as Al-Chemy. Al-Chemy was developed for foundation students at Tahmidi Centre, Universiti Sains Islam Malaysia. The rapid application development (RAD) methods have been used in developing Al-Chemy through website wix.com. Al-Chemy was structured with interactive notes, animation, virtual experiment, quizzes, and games. The combination of these activities helps students in learning basic and advanced concepts of chemistry.

Media Pembelajaran Kimia menggunakan Mobile Learning berbasis Android

Chemistry is a relatively new material for Xth grade high school students, but many high school students still do not understand the basic concepts of chemistry and the lack of use of technology. The purpose of this research is to design and build learning media to make it easier for students to get to know chemistry using the Android platform. The method used in building this application is the SDLC (System Development Life Cycle) method, which starts by collecting data for system testing. Data collection was carried out around the Kalam Kudus Christian High School school environment in Pekanbaru with 40 students as research subjects. The system design is designed so that every high school student can use the application independently using a personal account. The tests used are black box testing and mean opinion score (MOS) testing. The result of black box testing is that the display or menu can run smoothly. while for MOS results, around 95% state that the application that was built gets very decent results from high school students. So that this application is used in accordance with the needs of high school students in helping to recognize basic chemical concepts.

Recent Developments in Sonochemical Synthesis of Nanoporous Materials

Ultrasounds are commonly used in medical imaging, solution homogenization, navigation, and ranging, but they are also a great energy source for chemical reactions. Sonochemistry uses ultrasounds and thus realizes one of the basic concepts of green chemistry, i.e., energy savings. Moreover, reduced reaction time, mostly using water as a solvent, and better product yields are among the many factors that make ultrasound-induced reactions greener than those performed under conventional conditions. Sonochemistry has been successfully implemented for the preparation of various materials; this review covers sonochemically synthesized nanoporous materials. For instance, sonochemical-assisted methods afforded ordered mesoporous silicas, spherical mesoporous silicas, periodic mesoporous organosilicas, various metal oxides, biomass-derived activated carbons, carbon nanotubes, diverse metal-organic frameworks, and covalent organic frameworks. Among these materials, highly porous samples have also been prepared, such as garlic peel-derived activated carbon with an apparent specific surface area of 3887 m2/g and MOF-177 with an SSA of 4898 m2/g. Additionally, many of them have been examined for practical usage in gas adsorption, water treatment, catalysis, and energy storage-related applications, yielding satisfactory results.

Comparison of Using an Augmented Reality Learning Tool at Home and in a Classroom Regarding Motivation and Learning Outcomes

The recent pandemic brought on considerable changes in terms of learning activities, which were moved from in-person classroom-based lessons to virtual work performed at home in most world regions. One of the most considerable challenges faced by educators was keeping students motivated toward learning activities. Interactive learning environments in general, and augmented reality (AR)-based learning environments in particular, are thought to foster emotional and cognitive engagement when used in the classroom. This study aims to compare the motivation and learning outcomes of middle school students in two educational settings: in the classroom and at home. The study involved 55 middle school students using the AR application to practice basic chemistry concepts. The results suggested that students’ general motivation towards the activity was similar in both settings. However, students who worked at home reported better satisfaction and attention levels compared with those who worked in the classroom. Additionally, students who worked at home made fewer mistakes and achieved better grades compared with those who worked in the classroom. Overall, the study suggests that AR can be exploited as an effective learning environment for learning the basic principles of chemistry in home settings.

Polyphenol extraction from olive leaves to show Chemical Engineering students the importance of revaluating residues while improving their hands-on experience

The aim of this work was to try to implement a new laboratory class for Chemical Engineering students in which they could analyze how it is possible to revalue some organic residues. Concretely, the objective was to show them how to revalue olive leaves by extracting their polyphenols, since these leaves, being an abundant organic waste in Spain, were well-known by the students to whom this study was addressed. With the aim of improving student understanding of the basic Chemical Engineering concepts, two extraction techniques (solvent extraction process and ultrasound-assisted extraction) as well as their combination were investigated during the class. In addition, the effect that different pre-treatments had on polyphenol extraction efficiency was also studied to show students how important research is before fine-tuning an industrial process. To do this, students were divided into working groups to carry out polyphenol extraction under different experimental conditions. Ultimately, student groups compared and discussed the efficiency of the different employed extraction techniques. Likewise, students were surveyed to evaluate the suitability and training-usefulness of the proposed class. Obtained assignments revealed that it could be an interesting option to improve students’ hands-on experience while strengthening some theoretical concepts explained in the degree lectures.

Urban soils. Principles and practice, by Andrew W. Rate (Editor)

<i>Urban soils. Principles and practice</i>, by Andrew W. Rate (Editor)

Android-Based Mobile Learning Application Design: Its Implementation and Evaluation for Aiding Secondary School Students' to Study Inorganic Compound Nomenclature

Inorganic compound nomenclature is one of the most basic concepts in chemistry. Therefore, for students, correct naming of the chemicals is essential before learning advanced chemistry. However, nomenclature as a learning topic consists of rules and thus requires frequent practice. Tenth graders will face difficulties if they have remember thousands of the chemicals' names. The objective of this research is to develop and validate the effectiveness of android-based learning media to help students in learning chemical compound nomenclature. In order to meet the goal, this study was conducted in stages; they are (1) information collection, (2) planning, (3) product draft development, (4) small-scale trials, (5) product revisions, and (6) large-scale trials. The effectiveness of the examined mobile-app was measured using post-test questions, resulting in 87.88% student completion. Furthermore, since experts have been in agreement concerning the validity of the examined mobile app – both the content and the media, the app can be used for learning process.

IDENTIFICATION OF PROBLEM-SOLVING DIFFICULTIES OF MOROCCAN PUPILS AND TRAINEE TEACHERS IN LEARNING THE REDOX REACTION CONCEPTS: ELECTROLYSIS CASE

The present study aims to identify and compare difficulties in the acquisition of the knowledge and skills for solving electrolysis redox reactions encountered by Moroccan second-year baccalaureate (high school) students (novices in electrolysis problem-solving) and by trainee teachers of physics and chemistry (experts in electrolysis problem solving) at the Regional Center of Education and Training Professions in Rabat. The students and trainee teachers were asked to answer explicit and implicit questions; these questions were classified as simple or complex. Moroccan learners demonstrated mastery of basic problem-solving skills and chemical concepts, including repeating given knowledge, solving reaction equations, calculating the quantity of matter, calculating the concentration of a solution, and using a RICE (reach, impact, confidence, and effort) table. These skills were analyzed based on the objectives of each question and the skills required to solve each question. Both categories of learners were able to solve all of the problems presented in the questions. The participants included 107 students and 110 trainee teachers; the data were collected during the 2020/2021 school year and analyzed using Statistical Package for the Social Sciences (SPSS). The performances of the two groups were compared. On average, the trainee teachers (rank: 137) scored higher than the students (rank: 80) on the problem-solving skills defined in the redox learning outcomes. Thus, the trainee teachers performed better on the questions than the students, indicating a clear difference in mastery of the skills required to solve chemistry problems. However, although the trainee teachers were considered experts and solved the problems more successfully than the students (novices), not all the trainee teachers had mastered all necessary conceptual and methodical skills related to the topic of electrolysis.

THE INFLUENCE OF CHASE METHOD AND TEAM BASE PROJECT-BASED LEARNING MODELS ON LEARNING OUTCOMES IN BASIC PHYSICS AND CHEMISTRY CONCEPTS COURSES PGSD FIP UNIMED STUDENTS

This research aims to determine whether there is an influence of the Chase method and Team Base Project-based learning model on learning outcomes in the basic physics and chemistry concepts course of PGSD FIP UNIMED students. The research method used is a quantitative research method with a type of correlation research. The research population is all PGSD FIP UNIMED students in the second semester of the 2021/2022 academic year. The sample taken was 42 students using purposive sampling data collection techniques. The data in this study were obtained through a learning outcomes test. The test results used have been tested for validity and reliability. Meanwhile, the data analysis technique used is correlation. From the calculation results obtained t count is 56.414, then the result is compared with t table at a significance level of 5% which is 2.018. This shows that t count &gt; t table which means that there is an influence of the Chase method and Team Base Project-based learning model on learning outcomes in the basic physics and chemistry concepts course of PGSD FIP UNIMED students. Meanwhile, the use of the Chase method and Team Base Project-based learning model contributed 98.8% to learning outcomes in the basic concepts of physics and chemistry courses of PGSD FIP UNIMED students, while the remaining 1.2% was influenced by other factors.

Augmented reality for human–swarm interaction in a swarm-robotic chemistry simulation

We present a novel augmented reality (AR) framework to show relevant information about swarm dynamics to a user in the absence of markers by using blinking frequency to distinguish between groups in the swarm. In order to distinguish between groups, clusters of the same group are identified by blinking at a specific time interval that is distinct from the time interval at which their neighbors blink. The problem is thus to find blinking sequences that are distinct for each group with respect to the group’s neighbors. Selecting an appropriate sequence is an instance of the distributed graph coloring problem, which can be solved in $$O(\log (n))$$ time with n being the number of robots involved. We demonstrate our approach using a swarm chemistry simulation in which robots simulate individual atoms that form molecules following the rules of chemistry. An AR display is then used to display information about the internal state of individual swarm members as well as their topological relationship, corresponding to molecular bonds in a context that uses robot swarms to teach basic chemistry concepts.

Science process skills structure and activity of inorganic compounds reviewing from knowledge of prospective chemistry teachers

The purposes of this study is to make it easier for students to understand a material and improve students' process skills, thus making students more interactive. The learning process is carried out in groups, interactively, formulates problems, and evaluates gaps in their knowledge, studies and searches for materials related to problems and solutions to these problems. Then students can ask questions, and determine answers to questions that are excluded from everyday experience. Then they also have the ability to describe, explain and predict natural phenomena in the structure and reactivity of inorganic compounds. This study is a quantitative-research with pre-experimental One-Shot Case Study research with the research target of 7th semester students of chemistry education study program who are prospective chemistry teachers. This study uses a rubric test in the form of description questions. The results showed that the results of students' sciences process skills on the structure and reactivity of inorganic compounds had reached the percentages obtained by students on the criteria of observing, classifying, measuring, communicating, predicting, and drawing verbal conclusions, namely 87.50%, 88.75 %, 83.75%, 93.75%, 85%, and 91.25%. So that the average percentage of these criteria is 87.75% with a score of 3.51. With the results obtained, prospective chemistry teachers can improve the learning of science process skills and increase mastery of basic concepts of inorganic chemistry, especially on the material structure and reactivity of inorganic compounds.

Higher Immersive Profiles Improve Learning Outcomes in Augmented Reality Learning Environments

Augmented reality (AR)-based learning environments are argued to foster cognitive and emotional involvement. Immersion has been identified as one of the driving forces that promote learning in technology-based learning environments. This study evaluated the learning effectiveness and immersion appeal of an AR-marker-based learning activity targeted at practicing basic chemistry concepts. Data were collected from a cohort of 124 middle school students in Mexico and analyzed using pretest–posttest comparisons and cluster analysis. The results suggest that students with higher immersive learning profiles achieve better learning outcomes compared with those with lower immersive profiles.

Topological methods for analysis and design of coordination polymers

A comprehensive review of the methods for topological analysis of crystalline compounds as applied to the structures of coordination polymers is presented for the first time. The basic concepts of reticular chemistry, a new branch of science, which combines methods of synthetic chemistry with methods for topological design of polymer compounds, are considered. Reticular chemistry methods are illustrated with examples of the analysis and design of coordination polymers. The most complete classification of coordination polymers, which are similar in terms of various compositional and topological parameters, is given. This review describes and integrates information on the topological analysis tools, such as computer software and electronic databases. A special attention is paid to the application of topological methods in the machine analysis and the prediction of structures and properties of coordination polymers, in particular to the establishment of chemical composition–structure–property relationships and the development of knowledge bases and artificial intelligence systems. A procedure for the search for the general crystal-chemical features using automatic heuristic analysis of large sets of structural data is discussed. It is shown how this analysis can be used to determine the limits of applicability of reticular chemistry and the possibility of its extension to coordination polymers containing structurally, chemically and topologically complex building units with high conformational flexibility. Approaches of reticular chemistry are considered in detail in relation to the design of proton-conductive coordination polymers, which have received considerable attention in the past decade. The specific features of the topological structures of this class of compounds are described in a systematic way. The relationships between the chemical composition, structure and conductive properties of these compounds and the applicability of targeted design are discussed.&lt;br&gt; The bibliography includes 303 references.

The Efficacy of “POL: PLL &amp; PLR” Method to Enhance Pre-University Students’ Understanding of Buffer Solution

The purpose of this classroom research was to see whether the method of Portfolio of Learning (POL): Pre-Lesson Learning &amp; Post-Lesson Reflection (PLL &amp; PLR) could enhance understanding of a chemistry concept, i.e., buffer solution, amongst pre-university students from a local institution located in the Federal Territory of Labuan, Malaysia. The sample was amongst the researcher’s tutorial group students; thirty-four (34) students in total. Initial observation showed that the students were struggling to grasp even the most basic chemistry concepts due to their poor learning strategies/skills. Therefore, this had served as the impetus for this research to be conducted. The group of students was equally divided into two (2) groups; the control group (CG) &amp; the experimental group (EG). The T-Test analysis of the collected data showed a significant difference between the CG’s mean score and the EG’s mean score; t = 4.211, p =0.000216 (p &lt; 0.001). Therefore, the study successfully validated the effectiveness of the proposed method of learning for enhancing the level of understanding of buffer solutions.