School Chemistry Research Articles

Development of student worksheets through study chitosan as corrosion inhibitor on metal

This research aims to develop student worksheets (SW) through the study of the effectiveness of chitosan as a coating of corrosion on the metal Zn, Fe, and Al in acidic media, which are valid based on the feasibility aspect of content, language, presentation and graphic. This type of research is the development of research with reference to the development process of the 4-D model of development. Instrument data collection sheet validation is given to three validators, and from analysis of the data obtained on the validity of the feasibility aspects of content, language, presentation and graphic row is equal to 93.88%, 96.67%, 95.83%, and 93.75% with a valid category. Based on the results of limited trials conducted on teachers and students, each obtained an average score of 92.50% and 87.90% with good criteria. It can be concluded that SW developed based on the study of the effectiveness of chitosan as a corrosion coating on metals in acidic media is stated to be valid and can be used in high school chemistry subjects in the subject of reduction–oxidation (redox) reactions and corrosion.

The Application of Project-Based Teaching Based on Chinese Characteristics in High School Chemistry

China's basic education has undergone several reforms, and the new round of curriculum reform has vigorously promoted the policy of "core literacy" and cultivating high-quality talents in all aspects. Project-based teaching is a teaching mode that takes students as the main body and lets students practice in real problem situations. It plays a very important role in promoting students' problem-solving ability, developing innovative consciousness and implementing "subject core literacy". Based on Chinese characteristics, this paper takes "handmade ancient soap making" as the project theme, disassembles the task, design the teaching process, and briefly describes the application of Chinese project-based teaching in high school chemistry practice teaching

Exploring Triboluminescence and Paramagnetism: A Rapid Mn Complex Synthesis for High School and Undergraduate Chemistry Laboratories

Exploring Triboluminescence and Paramagnetism: A Rapid Mn Complex Synthesis for High School and Undergraduate Chemistry Laboratories

Analysis of the Impact of Gadgets on Student Learning Motivation on High School Chemistry Lessons

This study aims to determine the impact of using gadgets on high school students' learning motivation in high school chemistry lessons. The type of research used in this research is descriptive qualitative. Qualitative research is research that is intended to reveal symptoms as a whole and in accordance with the context or what they are through collecting data with a natural background as a direct source with the key research instruments themselves. So in this study the researchers conducted observations, interviews and documentation. The results of the study show that: 1) the use of gadgets among high school students, especially in chemistry lessons, is used as a communication aid in increasing student learning motivation such as the use of practicum videos and animations. But there are some students who often play games rather than study. 2) the positive impact of using gadgets, students are able to get information and communication easily while the negative impact of using gadgets during class hours can interfere with student learning concentration so that it can affect student learning behavior. Most students often open the internet and communicate for less useful things that can interfere with the learning process. So that it makes students' learning motivation decrease.

The Development of FunLABS Android-Based Application Using Unity Software as Learning Media to Explore Students’ Motivation on Acid, Base, and Salt Topic

The lack of digital media to support middle school chemistry learning needs further expanded. Hence, an Android application as a learning media on acid, base, and salt topics was needed. This study aims to develop FunLABS (Fun Learning Acid, Base, and Salt) android-based applications. This study used a DDD-E model of development as a research method, and it consists of deciding stage, designing stage, developing stage, and evaluating stage. The deciding stage begins with analyzing the content and the software developed. The design stage consists of drawing a flowchart and the storyboard. Then, in the developing stage, the application was developed based on the previous stage. The last is the evaluation stage, which involves three expert judges, three science teachers, and forty students chosen to review the application by convenience sampling. The results from the expert's judgment show an average score of 3.54. The results from teachers show an average score of 3.49. The results from students show an average score of 3.51. The profile of students' motivation score after operating the FunLABS Application is 77.87% which is described as good motivation. Hence, the results from the experts, science teachers, and students showed positive feedback, and the application was completely revised. The FunLABS Android application can be used in the learning activity to explore students' motivation on acid, base, and salt topics.

Chemistry teachers’ pedagogical content knowledge in teaching hybridization

Pedagogical content knowledge, PCK, a concept in teacher education requires additional focus and attention by pre-tertiary teachers to improve teaching and learning and learners’ performance. The study adopted PCK model developed by Magnusson et al. (1999) to investigate senior high school (SHS) chemistry teachers PCK in teaching the concept of hybridization. The study adopted a qualitative approach using the case study design. Six chemistry teachers from six SHSs in the Upper West Region of Ghana were purposively sampled for the study. Semi- structured interviews, lesson plans analysis and observations were used as data collection instruments. Data was analyzed using content analysis. The findings reveal that most of the teachers have high knowledge of instructional strategies and knowledge of the science curriculum. In addition, it was revealed that many of the teachers have inadequate knowledge in their orientation towards science teaching, assessment of scientific knowledge, and in knowledge of students understanding of science. It was concluded that the teachers’ PCK was inadequate since knowledge of instructional strategies and knowledge of curriculum alone does not define an effective science teacher. The study recommended that in-service professional training in PCK should be organized for teachers to improve their classroom practices.

Curricular importance of chemistry in higher education and the prioritized curriculum with emphasis on competencies at the baccalaureate level issued by the Ministry of Education of Ecuador

This research work analyzes the curricular importance of chemistry in higher education and how the prioritized curriculum of the Ecuadorian baccalaureate, with emphasis on competencies, influences the academic and professional training of students. Desirable and essential skills in chemistry and how they relate to the competencies needed for success in higher education and in the workplace are addressed. Through the review of official documents, previous research and academic publications, the objectives, structure and contents of the prioritized curriculum in Chemistry in the Ecuadorian baccalaureate are examined. In addition, it is discussed how the implementation of this competency-based approach can face challenges and generate academic problems in higher education, such as knowledge gaps, insufficient practical skills and difficulties in critical and analytical thinking. Finally, some strategies and recommendations are proposed to improve the teaching of chemistry in Ecuadorian high school and facilitate the transition to higher education, including the promotion of teacher training, investment in infrastructure and educational resources, and the promotion of collaboration between secondary and higher education institution.

Turkish Pre-service Teachers’ Understanding of Daily Life Phenomena Related to Chemistry and Compatibility with the Current Chemistry Curriculum

The aim of this study is to determine Turkish pre-service science teachers’ levels of chemical explanations of various daily life phenomena and to investigate whether these examples are in accordance with the high school chemistry curriculum in Turkey. This study was carried out with descriptive research methods. The participants are 71 freshmen pre-service science teachers in a state university in Turkey. The data of the study were collected with the “Chemical Explanations of Daily Phenomena” Questionnaire previously developed in the literature. The phenomena in the questionnaire were related to chemistry concepts such as diffusion, temperature, combustion reactions and the law of conservation of mass, isotopes, reaction rate, redox reactions, and mixtures and solutions. The answers were analyzed in three categories: correct, wrong, and can’t determine and the frequencies and percentages of the categories were determined. Also, the learning outcomes in the latest version of the Turkish high school chemistry curriculum were examined in order to determine whether they were related to the chemistry concepts in the questionnaire. Document analysis was utilized to analyze the learning outcomes in the chemistry curriculum. The findings of the study revealed that most of the pre-service teachers answered correctly the questions that are compatible with the chemistry curriculum. Their misconceptions were mostly related to heat transfer and specific heat capacity, the law of conservation of mass, and heavy water and isotopes. The findings indicated that future curriculum changes should integrate some important chemistry concepts closely related to everyday life, such as radioactivity and heat transfer.

Digital tools in secondary chemistry education – added value or modern gimmicks?

The article addresses the challenges faced by teachers incorporating digital tools into chemistry education to prepare students for responsible participation in a digital society. Against the background of the Technology Acceptance Model (TAM), the study analyzes the value that chemistry teachers place on digital tools and examines specific factors that influence their implementation in teaching. For this purpose, we conducted and analyzed interviews with 10 secondary school chemistry teachers in Germany. The findings revealed that while subject-specific digital tools were highly valued by teachers, several barriers to their strategic integration exist, including time constraints, high workloads, failing infrastructure, lack of technical support, and a fear of change. The study concludes that subject-specific digital tools have the potential to enhance learning outcomes and recommends teacher training and further education as well as future research to focus on developing and supporting opportunities for teachers to implement subject-specific digital tools to create a more dynamic and engaging learning experiences for students.

Exploration and Inventory of Banjar Etnochemistry as a Learning Source in Indonesia Senior High School Chemistry Context

Ethnochemistry is the study of chemical practices by specific cultural groups that are used for activities following the ideology of the community, including the Banjarese community. Banjar ethnochemistry can be integrated into science learning, especially for Indonesia’s senior high school chemistry learning context. This study aims to analyze the results of exploring the local wisdom of the Banjarese community, which is included in ethnochemistry, and to take an inventory of Banjar ethnochemical knowledge as a source of Indonesia senior high school chemistry learning. The study uses an exploratory qualitative approach with ethnographic methods. The subjects in this research are community leaders and academics who understand Banjar ethnochemistry. Data collection techniques used interviews, observation, and documentation. The results of the Banjar ethnochemical exploration include Banjar soup, sasirangan, basungu, rub ash, batimung, sepat dry fish, diamond, tanggui, tapai Gambut, laduman, kelakai, ironwood, ironwood hair oil, fish pentol, selangat shredded fish, Mangurak wells, mandai, and lahang ice. An inventory of Banjar ethnochemical knowledge that can be used as a source for Indonesia senior high school chemistry learning consists of acids and bases, chemistry and its scope, alkane derivatives, macromolecules, elemental chemistry, and colligative properties of solutions.

Research on Strategies for Cultivating Innovation Literacy in High School Chemistry Experiment Teaching

In today's world, innovation ability is an important driving factor for social development and the source of power for the progress of the entire human intelligent civilization. The three elements of innovation literacy were discussed, including innovative personality, innovative thinking ability, and innovative practice ability. This paper discusses the strategies for cultivating students' innovative literacy in high school chemistry experiment teaching.

Research on Visual Teaching Strategy of Chemical Declarative Knowledge in Middle School

The rapid development of information technology has a strong impact on the traditional chemistry teaching mode. According to the teaching status of Chinese middle school chemistry classroom, the thesis combines declarative knowledge and visual teaching in junior high school chemistry textbooks as a subject for in-depth research. By elaborating the concepts of declarative knowledge, knowledge visualization and visual teaching, taking knowledge classification theory, visual thinking theory, double coding theory and information processing theory as the research basis, this paper deeply analyzes and summarizes the chemical declarative knowledge and visual teaching methods, and puts forward feasible visual teaching strategies to promote students to master knowledge and develop ability. According to the research and design of the teaching case of the section "Solubility" in the junior high school chemistry textbook, the purpose of this teaching case is to improve the teaching mode, help students understand and build a new system of knowledge, and cultivate students' innovation ability and core accomplishment of the subject.

Research on Chemistry Teaching Skills in Middle School Under Micro-Teaching Environment

Teaching skills are the foundation of teacher’s ability, and normal students, as the reserve army of future teachers, should train teaching skills consciously in their daily life. As a modern teaching technique widely used in training normal students, micro-teaching is of great significance to explore the cultivation of teaching skills. It should be widely introduced into the training of normal university students. However, there are relatively few researches on teaching skills in micro-teaching of chemistry at present, so we devote to studying the key skills that normal students should master in micro-teaching and the training methods of chemistry teaching skills under micro-teaching environment.This paper will use the practical cases in Chinese middle school chemistry teaching to help normal university students majoring in chemistry to master four key teaching skills: import skills, questioning skills , blackboard writing skills and reinforcement skills, so as to help them achieve the ideal teaching effect.

Pakistani Chemistry Teachers’ Understanding, Beliefs, and Teaching Practice About Climate Change

Teachers’ personal beliefs and understanding about science topics play a vital role in students learning. This is especially relevant for the teaching of climate change which is a scientifically complicated topic that can also be influenced by personal and political views. Semi-structured interviews were conducted with thirteen Pakistani chemistry teachers (grades 10 & 12) to understand their knowledge about the science of climate change as well as their beliefs and practices related to the teaching of climate change. We found that teachers believe it is important to teach climate change in schools. They report that they teach climate change with relevant topics and do not face any obstacles doing so. No consensus was found regarding the appropriate grade levels and disciplines in which climate change should be taught. We also found that teachers have insufficient scientific knowledge about climate change (e.g., they think that any change in environment is climate change and climate change is related to pollution and ozone layer depletion). Our results suggest that there is a need to include climate change in in-service refresher courses and preservice teacher training programs, so the teachers have better understanding of the science of climate change. Further, there should be more climate change content in high school chemistry and biology.

THE ROLE OF TEACHING ASSIGNMENTS IN CHEMISTRY IN THE CONTEXT OF PERSONALLY ORIENTED EDUCATIONAL ACTIVITY

Today requires modernization of the education system. The main attention in the state doctrine of education development is focused on the personality, and this requires the implementation of certain changes and even a complete restructuring of classical methodological approaches to raising. In the today's realities conditions, it is necessary to take into account the decreasing of the skills and knowledge level of students on all school subjects, including chemistry. Educational tasks play an important role in the education system. However, in distant learning, the role of each type of educational tasks increases significantly. The method of using educational tasks during the study of chemistry in a secondary school was analyzed, and the disadvantages of traditional methods were revealed. Ways to solve this problem are proposed.
 The main criteria and indicators were determined, according to which the pedagogical effectiveness of the designed methodology was checked, including the self-reflection of personal educational achievements. Better academic performance and motivation of the experimental class was established, as the vast majority of students have achieved a high and sufficient level of knowledge quality. The growth of the comfort index and the level of self-assessment of personal educational achievements in the experimental class compared to the control class was shown. It has been demonstrated that such indicators as the ability to self-reflect personal educational achievements, the ability to solve chemistry assignments for students of the experimental class are also higher than in the control class.
 Keywords: educational assignments; questions; exercises; problems; chemistry; educational activity.

Dissolution of Calcium Hydroxide in Water: A Guided Inquiry in University and High School Chemistry Laboratories

In this laboratory experiment, a guided inquiry exploring the physicochemical principles of the dissolution of Ca(OH)2(s) in water is proposed for laboratory classes in university and high school. As part of students’ inquiry, two experimental approaches are used. One is the change in solubility with temperature revealed by measuring the pH values of the suspended solution of Ca(OH)2(s) at various temperatures, which is then extended to its thermodynamic relationship via examining the temperature dependence of the solubility constant. The other method is to determine the enthalpy of solution using the calorimetric measurements. Due to the poor solubility of Ca(OH)2(s), for determining the enthalpy of the Ca(OH)2(s) solution, development of an energy diagram composed of several paths of a reaction that involve the dissolution of Ca(OH)2(s) as a component process and using Hess’s law are essential. A combination of these experimental approaches yields a stepwise students’ inquiry for revealing the source of the changes in Ca(OH)2(s) solubility with temperature, which may be flexibly adapted as an appropriate program depending on the targeted students. The two experimental procedures are presented by critically examining the experimental results. Based on the results of educational practices, typical guided inquiry constructions suited for the university and high school chemistry courses are proposed.

Register for the 2023 Middle Atlantic Regional Meeting

The New York Local Section of the American Chemical Society is hosting the 51st Middle Atlantic Regional Meeting (MARM) June 9–10. The meeting theme is “Chemistry Refocused.” The City University of New York (CUNY) Graduate Center will host Friday’s events, and St. John’s University will host Saturday’s K–12 educational programs. Details and registration information can be found at marm2023.org. Technical program. The technical sessions will take place Friday and cover six focus areas: chemistry of life sciences; cosmetic chemistry; environmental chemistry; flavors and fragrance chemistry; materials chemistry; and younger chemists symposia. Three poster sessions covering the entire chemistry field also take place Friday. K–12 educational program. The K–12 educational programs will take place Saturday and will include the regional Chemagination contest for high school students. In addition, the Minority Affairs Committee of the New York Local Section will run the “Diversifying the Curriculum in High School Chemistry” workshop for high

Analysis of the structure and content of the merdeka curriculum on green chemistry materials

This research aims to describe the compatibility between the structure and content of Merdeka’s curriculum on green chemistry based on the revised Bloom's Taxonomy, Dave and Dyers' Taxonomy, and chemistry textbooks. This research is descriptive with a qualitative approach with a content structure analysis research design derived from the Model of Educational Reconstruction (MER). The data collection technique was carried out based on a literature study, while the data analysis technique was carried out based on the Milles and Huberman data analysis technique. The instruments used were standard content analysis tables and structural analysis tables. The standard content analysis table was prepared according to the revised Bloom's and Dave and Dyers' taxonomy. The content structure analysis table measures the breadth of the material, guided by the senior high school textbook from the Ministry of Education and Culture, and the depth of the material is guided by the Handbook of Green Chemistry and Technology by James Clark & Duncan Macquarrie. The research results obtained (1) Elements of chemical understanding were following the revised Bloom taxonomy, (2) Elements of process skills only dominated abstract skills, (3) Elements of the Pancasila student profile contained abstract skills and the realm of attitude. Whereas in content analysis, (1) the breadth of material on the learning outcomes of green chemistry is by high school books from the Ministry of Education and Culture, (2) the depth of material contained in high school chemistry textbooks published by the Ministry of Education and Culture has not explained in more detail less in presenting the questions, and some material is was not suitable to be placed for phase E high school based on the Merdeka’s curriculum.

Pelatihan Manajemen Laboratorium IPA Berbantuan Game Edukasi Kahoot bagi Laboran/Pengelola Labor

Science laboratories play an important role in the success of chemistry, physics, and biology education in schools. Students and teachers need facilities and infrastructure to prove the veracity of theory and to establish the relationship between theory and practice through experiential learning activities. In addition to teachers and students, the roles of research assistants and work managers are also very important to put practical learning into practice. To improve the knowledge and skills of science room management in schools, we will standardize the science room management of laboratory assistants and work instructors. This activity began with a pre-test, followed by the provision of teaching materials through lectures and discussions, quizzes through a method of promoting understanding, lab operations through a real-action approach, and a post-test. The training will be held for 4 days from August 9 to 12, 2022, at the Aceh Barat Daya District Education Office, where classroom lessons will be held, and at SMA Negri 6 Aceh, where participants will practice setting up their laboratories. It was conducted at two locations in Bharat Daya. education. Participants followed the learning process in the classroom very well as evidenced by achieving good quiz scores with an average accuracy of 7-12 out of 15 questions, or 47-80%. With Kahoot learning games, the quizzes at the end of each learning material add extra fun and motivation to learners and are very helpful in the evaluation process during the training process. Furthermore, post-test results showed that participants' knowledge increased by up to 80.4% compared to pre-test results. From this, we can conclude that this laboratory management training was properly implemented and produced very good results.

Assessment of Teachers’ Instructional Practices: Towards Proposing an Innovative Instructional Model for Teaching-Learning Material in Chemistry

Twenty-first-century teaching focuses on the standards of teaching practice to improve instruction and learning outcomes. Teachers as the key figures in school are called upon to reflect on their instructional practices and exemplify the highest standard for teaching grounded in global best practices. This study aimed to assess the teachers’ instructional practices and identify challenges before and during the COVID-19 pandemic to effectively implement instructional strategies in the teaching of chemistry. The respondents were composed of 107 public Junior High School chemistry teachers in the 8th district of Cavite. The mixed-method sequential explanatory research design was used. Quantitative data were collected using the Science Instructional Practices Survey and the questionnaire on the teachers’ perceptions of emergency remote teaching, while qualitative data were gathered utilizing focus group discussions, classroom observations, and virtual interviews. The findings of the study showed that chemistry teachers’ instructional practices include prior knowledge and traditional instruction. Before the COVID-19 pandemic, four major themes emerged as challenges to teachers in effectively implementing various instructional strategies: learner characteristics, teacher competency, the language of instruction, and classroom management practices. Five themes were identified as challenges to teachers during the pandemic, namely, appropriate assessment strategy, feedback mechanism, technology usage and availability, parental involvement, and appropriate teaching-learning materials. The findings in this study provided valuable inputs in the development of an innovative instructional model for designing a chemistry lesson.