School Chemistry Research Articles

Integration of interdisciplinary connections between chemistry, physics, and biology in the education of secondary school students

The incorporation of interdisciplinary connections is a key element of contemporary education and plays a crucial role in the development of secondary school students. The purpose of the study is to analyze the features of the introduction and influence of interdisciplinary education on the study of physics, chemistry, and biology in the secondary school. To achieve research goals, various works of authors were used, who studied the issues of interdisciplinary connections of natural sciences, as well as such methods: generalization, survey, and axiomatic. The results of the work determined that interdisciplinary education of schoolchildren in Kazakhstan plays an important role in the development of complex and critical thinking, as well as the ability to apply knowledge in various contexts. This approach to learning integrates physics, chemistry, and biology to help students see the connections between them and apply what they have learned to real situations. As a result of the analysis, it was found that the implementation of interdisciplinary connections had a positive effect on about 90% of schoolchildren who, within the framework of this educational paradigm, learned to develop integrative abilities, the ability to see the relationship between subjects, apply analytical and creative skills, and work in a team. Moreover, the study highlighted that interdisciplinary education fostered greater student motivation and enthusiasm for learning, as it provided a more comprehensive understanding of how their subjects could be applied in practice. However, the research also identified several challenges, with the most significant being the insufficient preparation and readiness of teachers to engage in collaborative and integrated teaching activities.

INFLUENCE OF TEACHER COLLABORATION ON THE LEARNERS ACADEMIC ACHIEVEMENT IN CHEMISTRY IN PUBLIC DAY ORDINARY LEVEL SECONDARY SCHOOLS IN RWANDA A CASE OF RUHANGO DISTRICT

Teachers are the key actors in guaranteeing effective teaching and learning processes. This study examined the influence of teacher collaboration on learners academic achievement in chemistry in public day ordinary secondary schools in Rwanda, Ruhango District. The specific objectives were: to determine the influence of peer coaching among teachers on learners academic achievement in chemistry, to determine the influence of team teaching on learners academic achievement in chemistry, and to determine the influence of professional dialogues among teachers on learners academic achievement in chemistry. The study will be important for the government, education policymakers, school managers, and development partners in education, among others. The study adopted a cross-sectional survey design and targeted 936 individuals including 57 headteachers, 57 deputy headteachers, and 822 teachers from selected schools in Ruhango district. A sample size of 281 respondents was selected using simple random sampling to choose teachers. Headteachers and deputy headteachers were selected using purposive sampling. Data was collected using questionnaires for teachers and interviews for headteachers and deputy headteachers. The collected data were edited, coded, and entered into IBM SPSS Version 26 for analysis. Descriptive statistical tools such as mean, frequency, and percentages were computed while inferential statistics involved correlation analysis. Pearson correlation coefficient and beta coefficients were calculated. The findings were presented in tables. The research findings proved that teacher collaboration affects learners achievement in chemistry. The research findings show teachers engage in team teaching (55.9%), peer coaching (54.4%), and professional dialogue (50.7%). Respondents notably confirmed that students performance in chemistry had improved in chemistry assessments due to collaborative teaching strategies (52.4). Findings confirm a strong positive correlation ranging from 0.77 to 0.846 between teacher collaboration and learners achievement in Chemistry. This suggests that as teachers collaborate more effectively through methods like team teaching, peer coaching, and professional dialogue, students academic performance in Chemistry improves significantly. Therefore, the researcher concludes that structured and frequent collaboration among teachers is a key factor in boosting student achievement in science subjects. Schools that prioritize teacher collaboration can expect better syllabus coverage, improved student engagement, and higher completion rates in Chemistry. In light of these findings, regular, targeted workshops, seminars, and peer coaching sessions should be organized to provide teachers with both the theoretical knowledge and practical skills necessary for effective collaboration. Such professional development activities would allow teachers to exchange best practices, develop new teaching strategies, and support each other in creating a more engaging learning environment for students. Further research could be done on the effect of teacher collaboration on learner Engagement, longitudinal study on the impact of teacher collaboration on learners Achievement in secondary schools, and the role of teacher collaboration in enhancing learners achievement across different subjects in secondary education.

SCHOOL INFRASTRUCTURE DEVELOPMENT FOR CHEMISTRY EDUCATION AND PUPILS LEARNING OUTCOMES IN CHEMISTRY SUBJECT IN PUBLIC SECONDARY DAY SCHOOLS IN RWANDAA CASE OF RUTSIRO DISTRICT

This research examined students learning results in chemistry courses in public higher-day schools in Rwanda as well as the creation of infrastructure for chemistry education in those schools. In particular, the study defined the infrastructure development for chemistry education in Rwandan public secondary day schools, examined the impact of this infrastructure development on students chemistry learning outcomes, and ascertained the correlation between the two. The study used both qualitative and quantitative techniques in a mixed-methods approach. A total of 662 respondents, comprising 175 instructors and 483 pupils in Rutsiro District, 1 District Director of Education, 1 District Education Officer, and 2 Sector Education Inspectors, were the studys target population. Using Slovins formula, the researcher calculated the sample size of 249 respondents. A pilot study was taken into consideration, and questionnaires and documentation research procedures were employed as instruments of data collecting. Respondents were selected by purposive selecting for district education officials and random sampling for students and instructors. SPSS version 21 was used to evaluate the data, and conclusions were drawn from the responses provided by the participants. Regarding the first objective, the findings show that: 95.3% of respondents either strongly agreed or agreed that the chemistry education infrastructure in public secondary schools is well-developed and used effectively 90.5% of respondents agreed or strongly agreed that facilities and the infrastructure required for chemistry education are available for learning and teaching chemistry subjects in public secondary schools and 85.7% of respondents agreed or strongly agreed that chemistry teachers in public secondary schools are properly trained to use laboratory equipment in conducting scientific experiments in chemistry subjects. Regarding the second goal, the study finds that 98.2% of respondents strongly agreed or agreed that your schools chemistry students now learn more in their classes due to the laboratories and equipment that the schools have developed for chemistry education 82.1 percent strongly agreed or agreed that having well-functioning schools has improved students attention to chemistry concepts and 85.2 percent strongly agreed or agreed that students now have more access to chemistry-related educational resources and materials because of the development of schools infrastructure for chemistry education. Since the p-value for the third aim, which is the creation of school infrastructure for chemistry teaching, is less than 0.05, the results have a positive significance for students learning outcomes in chemistry. The development of chemistry education infrastructure in Rwanda is crucial for students learning outcomes. Recommendations include establishing well-equipped laboratories with modern equipment, ensuring safety measures, designating classrooms for chemistry education, stocking the school library with relevant resources, building a central science laboratory, providing teacher training, collaborating with educational authorities to develop a curriculum aligned with international standards, and establishing a system for assessing students progress in chemistry. These measures will help improve the countrys chemistry education infrastructure and support students in achieving better learning outcomes. The researcher suggested that the next study should focus on addressing gender disparities in chemistry education strategies to promote gender equity in public secondary schools.

Exploring Challenges Influencing the Discontinued Utilisation of the Flipped Classroom Pedagogy: A Case of South Africa Underprivileged High School and Organic Chemistry

The COVID-19 pandemic accelerated technological advancements in education. However, when the threat of COVID-19 subsided some schools discontinued the use of technology-enhanced flipped classroom. This study reports on challenges that could have influenced the discontinued utilisation of technology-mediated flipped classroom model that supported some of the underprivileged high schools of South Africa during the COVID-19 era. While acknowledging that the final decision on whether to discontinue rests with the teachers, learner challenges are equally important as they can contribute to the teachers’ decisions. Hence, this study, anchored by the TPACK framework and Maslow’s hierarchy of needs theory, explored both learner and teacher challenges that influence discontinuation of the use of the flipped learning model. This entailed using semi-structured interviews of purposively selected teachers and learners (N=8) to close this gap in the literature on the use of flipped classroom in the post-COVID-19 era focusing on organic chemistry. Using deductive thematic analysis, the key challenges that could have contributed to the discontinuation of the use of this teaching model were identified as lack of access to Internet services, stable Wi-Fi and ability to navigate the online learning system, competence, motivation, effect of lack of support from the educational institutions and teacher overloading. These findings contribute to the literature on the continued use of this teaching model beyond emergencies such as COVID-19 by highlighting challenges that educational practitioners should be wary of. Additionally, the study has implications for the need to fast-track infrastructure and teacher professional development in underprivileged high schools.

Development of e-modules on global warming: concepts and solutions in senior high school chemistry education

This research aims to produce a learning product in the form of a flipbook-based e-module that is valid, practical, and effective for X students in the odd semester. Chemistry lesson This development research is based on the unavailability of innovative teaching materials that meet the demands of the merdeka curriculum. Development procedures using the ADDIE model which consists of five stages: analysis, design, development, implementation, and evaluation. E-modules are introduced to be developed into a new medium that is expected to support the diversity of learning resources and maximize learning outcomes. Validation testing was conducted by 3 validators. The validation results obtained were with average percentages of 80%, 85%, and 85%, so it can be said that the e-module is in the valid category and suitable for use. Based on the student response questionnaire, the e-module is also practical for use in X grade chemistry learning, with a practicality percentage of 80.6% and very effective in improving students' thinking skills with an N-gain score of 0.59.

THE ROLE OF CARBON DIOXIDE IN “GLOBAL WARMING” AND ITS APPROACH IN CHEMISTRY TEXTBOOKS

This study aimed to investigate the approaches taken to hypotheses describing climate drivers, especially the warming theory , in Brazilian high school chemistry textbooks from the early 21st century. We assume that the concept of the leading role of CO2 in global climate change is based mainly on theoretical data and fragments of information derived from computational climate models. In parallel, several empirical studies have pointed to the natural and cyclical nature of climate phenomena that have occurred throughout history. Therefore, we proposed to compare these studies with the content available in some of the main high school textbooks used in Brazil in the early 2000s, using Discursive Textual Analysis . According to the results, all the collections analyzed opted for unilateral warming approaches, derived from the IPCC ( Intergovernmental Panel on Climate Change ) reports, that is, without a comprehensive description of antagonistic and natural hypotheses about current climate change.

Peer instruction in chemistry classes: systematic review on contributions and possibilities

This work provides a mapping of studies concerning Peer Instruction (PI) in the teaching of chemistry. To this end, a systematic review was undertaken of how PI has been implemented and investigated in chemistry classes, as well as the impact of PI on the learning outcomes of students. The review covers the period from 1991 to 2022. The reported studies were mainly conducted at higher education institutions, at public universities in England, Turkey, the USA, and Brazil. In chemistry courses, the PI method was implemented in subareas such as general chemistry, physical chemistry, and analytical chemistry. Some studies adapted PI to online courses, while others compared different types of peer groups and investigated the influence of different factors on PI, such as pre-class reading and showing live voting results. The effectiveness of PI varied depending on the way it was implemented, such as in peer grouping, online activities, or presential classes. The outcomes of PI in chemistry classes have mainly been monitored by means of the perceptions of the students, with performance in answering conceptual questions frequently being used as an assessment tool. This review found only a few studies concerning PI in chemistry, particularly in high school chemistry classes. Additionally, pre-class activities were not widely employed. Most of the articles utilized quantitative analysis and indicated positive outcomes for the learning process.

Research on the Application of Information Technology in Chemistry Teaching in Senior High School

With the rapid progress of network technology, information-based teaching methods have brought unprecedented vitality to senior high school chemistry education. Through the combination of information technology, a new science and technology, with chemistry courses, chemistry knowledge can be more vivid, teaching content can be enriched, students can be provided with a high-quality learning atmosphere, their emotional experience can be enhanced, and they can understand and absorb chemistry knowledge more deeply. Therefore, under the background of the new era, senior high school chemistry teachers should deeply realize that information technology has brought great opportunities to chemistry teaching, which can not only improve their information literacy, but also closely integrate information technology with senior high school chemistry, thus comprehensively improving the educational effect.

Research on the Current Situation of Interdisciplinary Teaching in Middle School Chemistry Under the Background of New Engineering

Research on the Current Situation of Interdisciplinary Teaching in Middle School Chemistry Under the Background of New Engineering

What Do Chemistry Teachers Say About Scientific Creativity and the Development of Rosella Flower Extract Indicators as a Learning Medium for Acid-Base Titration?

The rapid development of industry 4.0 makes scientific creativity an important skill for every individual to be able to adapt and develop. Therefore, in the learning process, it is necessary to provide for the development of students' scientific creativity both as a professional skill and as a general life competency. This research aims to describe teachers' perceptions of learning acid-base titration using natural indicators from Rosella Flower extract to increase students' scientific creativity. The research method used was a survey method by distributing questionnaires to 21 high school chemistry teachers throughout Bandar Lampung City. The results of the research show that 100% of teachers have never developed an acid-base titration indicator from Rosella flower extract, and trained students' scientific creativity by providing a real problem. Based on these findings, it can be concluded that it is necessary to develop natural indicators from Rosella Flower extract as a learning medium for acid-base titration to increase students' scientific creativity.

TEACHING ORGANIC CHEMISTRY TO UPPER-SECONDARY STUDENTS HASN’T BEEN EASY: A CONVERSATION WITH TEACHERS AND STUDENTS ON BARRIERS

A lot more students’ difficulties in learning organic chemistry, as a component of upper secondary chemistry, have been reported in the literature. Some reasons have been assigned to these students’ learning difficulties in organic chemistry. Hence, in this research, we explored the barriers to effective teaching of organic chemistry in upper-secondary schools, through a phenomenological qualitative method. In this phenomenological research, we explored participants' understanding, perceptions, and experiences of barriers to effective teaching of organic chemistry. In phenomenology, 14 students and nine chemistry teachers were purposely sampled for conversations to share their experiences regarding barriers to effective teaching of organic chemistry. That is, data were collected using Organic Chemistry Students’ Interview Guide and Organic Chemistry Teachers’ Interview Guide. The qualitative data were thematically analysed. The barriers identified were self-tuition challenge, concept overload, pace of teaching, teacher support, introduction to organic chemistry, experiment materials, student attitude, and lack of opportunity. The implications for further research, practice, policy, and decision making were made. Keywords: chemistry teachers, educational strategies, learning organic chemistry, qualitative methods, teaching organic chemistry

“I Did the Best I Possibly Could”: Factors Influencing Teachers’ Incorporation of Climate Science in High School Chemistry

“I Did the Best I Possibly Could”: Factors Influencing Teachers’ Incorporation of Climate Science in High School Chemistry

Examining the utilization of web-based discussion tools in teaching and learning organic chemistry in selected Rwandan secondary schools

In recent years, the teaching and learning of organic chemistry have frequently faced challenges due to limited student engagement and participation. Consequently, there is a growing demand for innovative teaching methods to tackle these issues. In this context, web-based discussions have emerged as a hopeful approach to enhance students' engagement and foster critical thinking skills. Therefore, the present study investigated the level of adoption of web-based discussion tools in teaching organic chemistry in Rwandan secondary schools for addressing the challenge of limited student engagement and participation. A quantitative research approach relying on a survey questionnaire was used to collect data from 133 secondary school chemistry teachers in Kamonyi and Gasabo districts. The findings indicate that 78 % of teachers do not use web-based discussion tools, while 22 % have integrated these tools into their teaching. The preferred platforms among users include WhatsApp groups, Google Docs, and Google Classroom. Additionally, the study highlights key organic chemistry topics such as alkanes, polymers, polymerization, and alcohol that can be effectively taught through these tools. Statistical analysis using ANCOVA did not show significant differences in the use of web-based discussion tools based on factors like school location, teachers’ age, school ownership, and teaching experience, with p-values of 0.817, 0.234, 0.380, and 0.051, respectively. However, the borderline significance related to teaching experience (p = 0.051) suggests a potential trend. A significant difference was observed in terms of gender, with male teachers more likely to use these tools (p = 0.015). The study offers valuable insights into the factors influencing the adoption of web-based discussion tools in Rwanda, offering useful guidance for educators and curriculum developers to create more engaging and inclusive chemistry lessons.

Technology Focus: Artificial Lift (October 2024)

Summer blockbuster season has passed, but it’s always nice to grab a bucket of popcorn and escape reality with a movie. Some movies even teach lessons—as in, sometimes it takes hard work and incremental improvements to advance. Chugging raw eggs, sprinting steps, and boxing meat slabs in epic training montages can be effective (Rocky), but so can optimization with computational flow dynamics. Paper IPTC 24243 shows that redesign of a jet pump sliding-sleeve coupling can considerably reduce pressure losses and increase throughput. The scientific method can even be exciting. Who doesn’t enjoy hypothesizing, experimenting, measuring, cleaning records, analyzing, and scaling up—especially if it pays off with a huge computer-generated explosion in the desert (Oppenheimer)? Paper SPE 218124 demonstrates the benefits of digitizing and analyzing operational data from electrical submersible pumps (ESPs) to improve run life and profitability. Paper OTC 34898 describes a comprehensive testing program to qualify load-bearing ESP deployment cable for corrosive conditions. Sometimes an overly precise plan draws us to the edge of our seats. The protagonist has recruited a crew of experts, rehearsed obsessively, ensured that every loose end has been tied, and yet some unknown still (temporarily) derails the vault raid (Ocean’s Eleven). Paper SPE 218028 attempts to bypass chance and minimize production interference by orchestrating a network of intermittently gas lifted wells. Is physics limiting what you can do? Then change the rules. You could move existence into a computer simulation (The Matrix) or perhaps start over with a novel material. Paper IPTC 23949 introduces fiber-reinforced thermoplastic sucker rods to accomplish more with less. Who doesn’t enjoy a quality sequel? There must be an infinite number of things that can be jumped with a car (The Fast and the Furious). Paper SPE 215010 analyzes failures of gas lift valves retrieved from subsea wells and could be considered a follow-up to paper OTC 30943, an artificial lift paper featured in 2021. Closure also can satisfy, even if it’s just the final act for a high school chemistry teacher with a side gig (Breaking Bad). With that in mind, it’s been an honor and a pleasure to pen the Artificial Lift Technology Focus page these past few years. I look forward to seeing who the directors cast next for this character. Recommended additional reading at OnePetro: www.onepetro.org. SPE 218124 Digitalizing the Management of Electric Submersible Pump Failures Through Failure Prevention and Post-Mortem Analysis Tools by Michael Ellsworth, Suncor Energy, et al. SPE 218028 Optimization of Gas-Injection Network Using Genetic Algorithm: A Solution for Intermittent Gas Lift Wells by Ankit Garg, Oil and Natural Gas Corporation, et al. IPTC 24243 Increasing Oil Production With Jet Pumps by Reducing Pressure Losses in the Jet Pump/Sliding Sleeve Coupling by J. Soria, Sertecpet, et al.

Influence of Individualized Instruction on Students’ Academic Achievements in Chemistry in Public Day Lower Secondary Schools in Rwanda: A Case of Kicukiro District

This study was to find out the influence of individualized instruction on the learners' academic achievements in Chemistry in Public Day secondary schools in Kicukiro district, Rwanda. Specifically, this study determined the influence of pacing on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, It also assessed the influence of student’ tutors on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, Kigali city, and thirdly it examined the influence of frequent evaluations on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, Kigali city. This research targeted students from lower secondary public schools, Chemistry teachers, and directors of studies. The sample size of 388 respondents was calculated using the Yamane formula and was composed of 23 DOS, 44 teachers, and 321 students. The data was collected using questionnaires administered to students and teachers, while interviews were administered to the director of studies. Descriptive statistics like mean, percentages, and frequency were used to analyze the data. The study revealed that a significant majority of teachers and students recognize the motivational benefits of hands-on laboratory experiments and group discussions in Chemistry. Notably, 61.4% of teachers and 68.2% of students agreed that independent learning and peer tutoring enhance understanding and performance in Chemistry. Furthermore, 61.4% of teachers emphasized the role of frequent evaluations in maintaining student attentiveness and improving academic performance. A strong positive correlation was identified between effective teaching practices, such as pacing and frequent assessments, and enhanced student outcomes, with a p-value of less than 0.05. In light of these findings, in order to improve Chemistry students' academic achievements, teachers should receive professional development training, parents should be involved, regular feedback mechanisms, and continuous monitoring and evaluation are suggested for individualized instruction strategies.

How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study

Ambitious approaches to science teaching feature collaborative learning environments and engage students in rich discourse to make sense of their own and their peers’ ideas. Classroom assessment must cohere with and mutually reinforce these kinds of learning experiences. This paper explores how teachers’ enactment of formative assessment tasks can support such an ambitious vision of learning. We draw on video data collected through a year-long investigation to explore the ways that co-designing formative assessments linked to a learning progression for modeling energy in systems could help teachers coordinate classroom practices across high school physics, chemistry, and biology. Our analyses show that while there was some alignment of routines within content areas, students had differential opportunities to share and work on their ideas. Though the tasks were constructed for surfacing students’ ideas, they were not always facilitated to create space for teachers to take up and work with those ideas. This paper suggests the importance of designing and enacting formative assessment tasks to support ambitious reform efforts, as well as ongoing professional learning to support teachers in using those tasks in ways that will center discourse around students’ developing ideas.

THE EVOLUTION OF EDUTAINMENT IN CHEMISTRY TEACHING METHODS

In the modern educational space, the issue of integrating innovative teaching methods, among which interactive elements occupy a prominent place, is of particular relevance. The concept of edutainment, which combines education and entertainment, is actively developing as a promising approach that can increase students’ motivation, improve their learning activity, and assimilate the material. However, the origins of the idea of introducing interactive elements go much deeper into the history of pedagogy. The article examines the historical background and the first attempts to apply interactive methods in teaching chemistry in the nineteenth and first half of the twentieth centuries. The formation of methods of teaching chemistry as a science and an academic subject in the national higher and secondary schools is described. The article proposes the introduction of edutainment technologies at different stages of the lesson, in particular during the motivational block, the main part, and the final stage. The possibilities of introducing edutainment technologies in higher education to increase student motivation, interactive assimilation of educational material, and the development of critical thinking are also considered. The use of gamification, simulations, case methods, and multimedia tools to activate the educational process and the formation of practical skills in students is proposed. The paper explores how elements of play and interactivity can be effectively integrated into chemistry teaching, as well as assesses their impact on student’s motivation and learning at different stages of the lesson. One of the benefits of using edutainment technologies when studying a school chemistry course is the ability for students to learn new cognitive skills effectively. In particular, the article presents innovative approaches to the implementation of interactive elements that develop logical thinking and spatial representation, teach cooperation, and prepare students for further learning and solving complex problem situations.

How does using an AR learning environment affect student learning of a radical substitution mechanism?

Abstract As the use of augmented reality (AR) in educational settings grows, it becomes increasingly important to understand how to use AR in classrooms. Here, we present an AR learning environment that we designed for teaching an organic chemistry reaction mechanism in high school chemistry classes. This new environment was tested in six tenth-grade chemistry classes (upper secondary) taught by five different teachers in three different schools over the course of five months and evaluated for effectiveness. Students completed knowledge tests before and after they used the AR learning environment to test their learning gain, and surveys to measure their acceptance of the technology, the cognitive load they experienced, and their attitude toward the use of AR to learn the mechanism for radical substitution. Analysis shows that the knowledge posttest scores were significantly higher than the pretest scores (p < 0.001), with a large effect size (r = 0.8). Student responses showed acceptance of the technology, experience of low extraneous cognitive load, and a positive attitude toward the use of AR to learn this reaction mechanism. These findings indicate that this AR learning environment can be used to teach the mechanism of radical substitution to tenth-grade students in introductory high school chemistry courses.

Intrinsic relations among chemistry, physics and mathematics in the brazilian high school: a theoretical-methodological approach

This paper reports an investigation into the dialogical relation among significant learning experiences of Chemistry, Physics and Mathematics contents in an interdisciplinary context. It aimed at answering the following questions that are relevant to the field of Exact Sciences: why do students show little interest in these courses?; where is the problem?; did Chemistry and Physics abandon Mathematics when they started to focus more on qualitative and theoretical concepts than on quantitative ones?; and how can the three courses work together to make both teaching and learning processes easier?. This study presented an actual overview of the Brazilian High School by highlighting strengths and weaknesses from the perspective of Chemistry, Physics and Mathematics teaching. The Brazilian educational scenario showed again that the three courses are the ones that students enjoy the least. The research methodology had a qualitative focus since it had an interpretative and descriptive nature. Answers given to the questions may be found in the text intertwined with some worrisome reflections, which also include the triad teacher-student-educational system. Results showed that further studies are needed to find out the reasons for multiple difficulties found in the intrinsic relations among Chemistry, Physics and Mathematics. It is disappointing to know that no satisfactory practical solution has been proposed so far. Everything has been kept in the educational ideal described by research articles, chapters and motivational quotes.

Exploring strategies to sustain teacher agency in the context of ‘hyper-accountability’: Reflections from ten experienced chemistry school teachers in Chile

We explored teacher agency in a policy context of hyper-accountability drawing on interviews with ten experienced secondary school chemistry teachers in Chile. Constraints included successive reforms of the national curriculum, a resource-poor and high-surveillance education culture, and a low-priority culture of professional learning. Strategies enacted to sustain teacher agency included identifying ‘pockets of possibility’ to realise authentic chemistry education for all, developing trusting relationships with students and proactively nurturing their own professional development. These strategies have the potential to enhance the practice of teachers and teacher educators, and to inform a reorientation of policy away from high-stakes accountability.