Chemistry Lessons Research Articles

ФОРМУВАННЯ ДУХОВНО-ІНТЕЛЕКТУАЛЬНИХ УМІНЬ УЧНІВ НА УРОКАХ ХІМІЇ

The article notes that chemistry as a natural science has great potential for the formation of spirituality and intellectual skills of students. Solving problems and exercises requires the formation of skills to analyze, generalize, identify cause-and-effect relationships, draw conclusions. The professionalism of the teacher allows to form the spiritual and intellectual skills of students in chemistry lessons

La rigueur terminologique pour les concepts de la chimie : une base pour des choix de société rationnels / Terminological rigor for chemistry concepts: a basis for rational societal choices

Food-related decisions that engage communities are often based on chemical concepts. Therefore, the utmost terminological rigour is required. This article considers frequent examples of confusion, and concludes with a call for the introduction of chemistry lessons as early as primary school.

Разработка технологической карты урока по химии для 9 класса по теме «Галогены и их основная характеристика»

This work contains a developed technological map of the chemistry lesson intended for the 9th grade, and is devoted to the topic of halogens. The article presents the course of the lesson and summing up its results.

Validity of Ethnoscience Based Chemistry Learning Media Emphasizing Character Values and Conservation Behavior

This study aims to obtain a valid chemistry learning device based on ethnoscience emphasizing character values and conservation behaviors. This study refers to the 4D model from Tiahgrajan, S. Semmel & Semmel which was modified into three stages, namely define, design, and develop. The chemistry learning kit that has been validated by three experts consisted of ethnics-based chemistry modules, lesson plans, student worksheets, and questionnaire sheets. The validity of chemistry learning devices was analyzed using the Aiken's V formula which was consulted to the criteria in the validity table. The results showed that the developed devices were appropriate for use in learning with an individual score of each component as follows: the implementation plan of learning got a score of 0.91 (very valid), the Chemistry module got a score of 0.91 (very valid), the student worksheet got a score of 0.89 (very valid), and the poll got a score of 0.72 (valid)

Introduction of distance learning in chemistry lessons at school

Introduction of distance learning in chemistry lessons at school

How to increase interest in chemistry in High Schools and universities

Chemistry has become one of the most important disciplines in the school program and is very important in general education. Effective teaching is the basis for successful learning, so the purpose of this paper is to introduce current gaps and identify current pedagogical methods and technologies that are best used to teach in chemistry, improve teaching, increase interest in this field, and increase the level of teacher-student collaboration by thus creating an advanced shift in teaching methodology, from traditional to contemporary. It is conducted a quantitative study through which been observed some public and non-public high schools and some universities in Albania. Also, there were designed several questionnaires for teachers, pupils and students. In this study 20 high schools and 5 universities are included, are interviewed and have replenished the questionnaires about 200 pupils and students, 38 teachers and lecturers of different ages and at different times of experience as teachers. From the findings, it can be understood that the teaching process is set in a not very good situation. For people who are not passionate about teaching, such an attitude reflects on the way they learn and explain their subjects, and this has a negative impact on student performance. It is clear that the negative attitude of students towards chemistry is what often leads to the low performance we experience today. The study also found that time constraint is one of the main factors responsible, practical science does not develop, students are discouraged because they require proper attention, the number of hours given to chemistry in a week and the time allotted for each lesson, the impossibility of teachers to develop any significant practice within this timeframe are usually not sufficient for an effective chemistry lesson

Opportunities to use interactive tasks in chemistry within the Middle Years Programme (basic school) of the International Baccalaureate

Problem and purpose. Information and communication technologies (ICT) are considered one of the most progressive and effective means of increasing interest in learning, as well as developing students in modern teaching methods. In Russia, the use of ICT and the development of its theoretical aspects in teaching chemistry under the Middle Years Programme (MYP, basic school) of the International Baccalaureate is at an embryonic level and, therefore, is a modern and very urgent problem of the education system within the framework of the International Baccalaureate. New methods and means based on the use of ICT in the educational process contribute to the growing interest in the study of chemistry. Increasing the level of independence in educational activities within the framework of working with ICT contributes to the formation of a competent, developed personality, teaches children to make adequate decisions, and motivates to improve self-preparation for lessons. Thanks to the continuous movement of modern education towards change and progress, there are more and more new developments and teaching aids that can be used in teaching chemistry. All this contributes to the creation and maintenance of a stable interest in educational processes, both in the independent search and solution of problems, and at school in the classroom. Often, the generally accepted approaches to the study of the topic of valence, existing today, do not give the desired and desired results. And the insufficient assimilation of this topic by students leads to a deterioration in academic performance in the further paragraphs of the chemistry course of the basic school curriculum. In the MYP (basic school), the study of the topic Valence is replaced by an explanation of the concepts of electronegativity and oxidation state, which leads to the loss of one of the fundamental concepts in chemistry. That fact defines the problem of the article. The purpose of the article is to describe approaches to increasing the interest and attention of students in the context of the use of innovative interactive technologies. Methodology. The methodological basis was the scientific and methodological works of A.K. Akhlebinin, N.P. Bezrukova, G. Vern, L.S. Vygotsky, P.Ya. Galperin, S.A. Gerus, A.A. Zhurin, V.V. Zagorsky, L. S. Zaznobina, O.S. Zaitsev, M.V. Zueva, R.G. Ivanova, N.E. Kuznetsova, G.Ya. Lastushkina, T.S. Nazarova, E.I. Mashbitsa, E.S. Polat, L.F. Pleukhova, I.V. Robert, T.A. Sergeeva, N.F. Talyzina, S.G. Chaikova, G.M. Chernobelskaya, L.L. Chunikhina, M. Shanon. Results. The expediency of using interactive tasks in chemistry (on the example of the topic Valence) in teaching schoolchildren under the MYP has been substantiated by increasing the general level of academic performance on this topic, as well as interest in chemistry lessons. Approaches to the selection of content (on the example of the topic Valence) for the creation of interactive tasks, including scientific, systematic, age-appropriate, are determined. A system of interactive tasks for studying the topic Valence under the MYP was developed and tested, which contains teaching materials for preparing students on the specified topic, including the theoretical part and analysis of examples. Conclusion. The results allowed to conclude that the creation and use of a specially prepared system of interactive tasks in chemistry (using the example of the Valence topic) for the MYP leads to a significant simplification of the study of this topic and an increase in the level of intrinsic motivation to study chemistry.

ANALYSING THE LEVEL OF ORGANIC CHEMISTRY ANXIETY OF PRE-SERVICE EDUCATION STUDENTS

ANALISIS TINGKAT KECEMASAN KIMIA ORGANIK MAHASISWA PRA JASA PENDIDIKANAbstractSeveral studies have reported that poor performance of organic chemistry among students has been attributed partly to organic chemistry anxiety. The purpose of this study is to investigate the level of organic chemistry anxiety among chemistry education students. Sequential explanatory mixed methods approach employed in the study. Due to COVID-19 Pandemic, 142 pre-service education students from four universities were chosen using the convenience sampling technique. The questionnaires were distributed to the participants using google form. This quantitative data generation was followed by a semi-structured interview with 2 students from each university. Quantitative data gathered were analyzed using descriptive statistics meanwhile qualitative data from interviews were analyzed using thematic analysis. The results show that 5.63% of students have low anxiety, 81.69% of students have moderate anxiety levels, while 12.68% of students have high anxiety levels. On average the anxiety level of chemistry education students is at a moderate level with a score was 62. According to students, this anxiety was influenced by the complexity of organic chemistry lesson materials, lecturer strategies in teaching organic chemistry, and their previous knowledge of chemistry. Further study should be carried out to analyze the factors that influence students’ anxiety.AbstrakSejumlah penelitian telah melaporkan bahwa buruknya performa mahasiswa pada mata kuliah kimia organik berkaitan dengan kecemasan mereka terhadap kimia organik. Tujuan dari penelitian ini adalah untuk mengetahui tingkat kecemasan mahasiwa Pendidikan Kimia terhadap perkuliahan Kimia Organik. Pendekatan metode campuran eksplanatori sekuensial digunakan dalam penelitian ini. Akibat Pandemi COVID-19, sebanyak 142 mahasiswa Pendidikan kimia dari empat universitas dengan menggunakan teknik convenience sampling. Kuisioner dibagikan kepada peserta menggunakan google form. Penyebaran kuesioner ini dilanjutkan dengan wawancara semi struktur dengan 2 mahasiswa dari masing-masing universitas. Data kuantitatif yang terkumpul dianalisis menggunakan statistik deskriptif sedangkan data kualitatif dari wawancara dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan 5,63% siswa memiliki tingkat kecemasan rendah, 81,69% siswa memiliki tingkat kecemasan sedang, sedangkan 12,68% siswa memiliki tingkat kecemasan tinggi. Rata-rata tingkat kecemasan mahasiswa pendidikan kimia berada pada tingkat sedang dengan skor 62. Menurut mahasiswa, kecemasan ini dipengaruhi oleh kompleksitas materi pelajaran kimia organik, strategi dosen dalam pembelajaran kimia organik dan pengetahuan sebelumnya tentang kimia. Studi lebih dapat dilakukan untuk menganalisis faktor-faktor yang mempengaruhi kecemasan siswa.

ПРИМЕНЕНИЕ ИННОВАЦИОННЫХ ПЕДАГОГИЧЕСКИХ ТЕХНОЛОГИЙ С ЦЕЛЬЮ ПОВЫШЕНИЯ КАЧЕСТВА ЗНАНИЙ НА ПРИМЕРЕ УРОКА ХИМИИ В 9 КЛАССЕ СРЕДНЕЙ ШКОЛЫ

The article is devoted to the concept of information culture of the individual. A practical example of using the distance learning system (hereinafter-SDL) Moodle in chemistry lessons (9th grade). Based on the material of a specific lesson, the advantages of using SDL and the mechanisms of their influence on the quality of knowledge acquired by pupils are revealed.

Possibilities of Learning Contemporary Chemistry via Virtual Reality

The fundamental challenge for understanding and thus for teaching chemistry is that chemical processes at the atomic level are all inaccessible to sensory experience and must therefore be represented by models. For learners these models are often difficult to understand and to use, as they pose high demands regarding cognitive and spatial ability as well as abstraction. This applies especially when it comes to current developments and research topics of chemistry, like nanoscience. It leads to a situation where modern chemistry and chemical research is more and more inaccessible for learners at universities. Using learning environments that utilize virtual reality may help to overcome this problematic situation as they allow new ways of visualization, a more direct interaction between learner and chemical object and they are open to more game-based approaches. By using VR-technology in combination with aspects of actual chemical research topics, chemistry education students may gain better understanding of modern chemistry. As a result, they should be better prepared to realize modern chemistry lessons in the future, that delivers a realistic view of modern chemistry, cover topics of actual relevance and use digital methods that foster learning. In the following, two projects which focus on VR and contemporary chemistry will be presented. In the first project a virtual reality game was created and embedded in a course of chemistry education. The aim is to present the students a kind of real situation with aspects of modern chemistry, where they have to act as a forensic scientist. Additionally, they should use this VR game as basis for conceptualizing teaching materials for chemistry lessons at school and as a means to promote their digital competencies. In the second project, another context and software for learning contemporary chemical contents via VR is used. Students focus on chemical aspects of the Corona-Virus (Sars-CoV-2) as content and use the VR-software nanome for learning about complex molecular systems and making these chemical aspects teachable afterwards.

Virtual Reality, help or hindrance? A case study of two undergraduate student-generated chemistry lessons

Virtual Reality (VR) has become a much more common household commodity thanks to the proliferation of more affordable VR devices. While its use in the gaming industry is becoming widespread, its application in pedagogical environments has only just started, particularly in chemistry. As such, whether VR will aid or hinder the teaching and learning of chemistry is currently a topic of research and debate. This project sought to generate VR materials designed to support students learning undergraduate chemistry, with the specific topics decided by undergraduate student researchers. This work was undertaken in the X-reality (i.e. VR and other forms of augmented realities) laboratories at the The University of Sydney. Preliminary materials were generated, and pilot tested with student volunteers who undertook pre- and post-questionnaires followed by an exit interview. The results of these trials showed that the VR experience did enhance student engagement and understanding, but only for more complex examples. The trial volunteers felt that ball-and-stick models were adequate for simple molecular representations. Nausea was noted as a significant issue alongside concerns around the inadequate response of the hand-held controls. This same issue made movement throughout the virtual environment difficult for several students. Lastly, the student researchers found generating the VR lessons to be challenging, noting a steep learning curve with regards to creating the environments.

Kajian Integrasi Nilai-Nilai Karakter Islami Peserta Didik dalam Materi Hidrokarbon di Sekolah Menegah Kejuruan

The inculcation of Islamic character values for students is an important thing to be taught to students. One way of planting is to integrate learning material with the values of Islamic characters of students. This research was carried out through exploring the values of Islamic characters in hydrocarbon material taught in vocational high schools. The purpose of this study is to integrate the values of Islamic characters that are reinforced in the hydrocarbon material in schools. This research is a literature study with qualitative descriptive methods using content analysis techniques, analysis with a philosophical approach, analysis with triadic models, and analysis with confirmation models. The results obtained in this study are the study of the integration of hydrocarbon material chemistry lessons and Islamic character values that can be taught to intermediate level students. The results of the integration are as follows (1) The conversion of a less useful item into a more useful item, (2) Preserving nature as the human task as a Khalifah on earth, (3) Utilizing one of the reactions that occur in hydrocarbon compounds in daily life, (4) Utilizing petroleum as an example of a hydrocarbon product that is very beneficial to humans, (5) The benefits of carbon atoms in the carbon cycle, (6) The benefits of hydrocarbons in photosynthesis to increase our gratitude to Allah SWT, (7 ) The benefits of the special carbon atom in the concept of pairing in life, and (8) Grateful for the greatness of God who has created everything in nature

Dealing with Lewis structures in chemistry lessons

Chemical formulas are represented with the help of Lewis structures. To illustrate reaction mechanisms, these structures are provided with arrows and the new structural formula is recorded. This procedure presents blind pupils with several hurdles: - How do these structures come about? - How can students spontaneously create tactile formulas in class? - How can the movements shown by arrows be traced? For the representation of atomic symbols, for which the element symbols from the periodic table are normally used, magnets were developed that differ in shape, color, and size. Since only a handful of symbols occur regularly and in large numbers in school, only a few symbols have been permanently assigned, some are variable and can be used appropriately defined for the respective teaching situation. With this symbol set, it is possible to quickly and individually manufacture almost all molecules relevant in school. These magnets allow the independent determination of reaction mechanisms in the further course of the lesson. Due to the mobility of the elements on the magnetic base, electrons and atoms can be moved and thus result in a new bonding situation that is reinterpreted by the students. The advantage of this procedure is that the pupils do not just paint arrows, but consciously think about all processes and can also make mistakes. When analyzing intermediate products, you can determine that your actions were either not compliant or compliant but not effective. This enables individual active learning in the classroom.

Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

Virtual reality has impacted education, where progressively more educational institutionsconsider its inclusion. The research problem derives from the need to study the educational possibilitiesprovided by integrating augmented reality into the curriculum, and its effect on academic achievement ina diverse class, specifically in the chemistry subject. This study examines 60 school-age participants withandwithout special educational needs, and addresses three overarching questions: (a)Would integratingaugmented reality (AR) technology result in better academic achievement? (b)Would knowledge beretained longer by using AR? (c) Is there any relationship between academic achievement, acceptanceand motivation regarding the use of this technology? Embracing the socio-constructivist theory oflearning and collaborative and immersive learning as a framework, this study was carried out usinga quantitative approach and a pre-experimental design. The AR VR Molecules Editor applicationwas used in chemistry lessons. Main results showed significant immediate academic achievementand content retention. Despite classroom diversity, immersive technologies enhance students’ learningregardless of whether they have special educational needs (SEN) or not. They also acknowledge that ARis a suitable sustainable technology that may foster social and cognitive justice and inclusive education,and train students that are equally prepared for the dynamic future.

Conception Profile of Students in Class XI.1 Science on Chemical Equilibrium Materials with Pogil Learning Model to Reduce Misconception

Misconceptions can be caused due to a person's low understanding of a concept, as a result it will influence a person in understanding and connecting between existing knowledge principles. Several studies were conducted to find out what strategies can be used to reduce student misconceptions, especially in chemistry lessons. The purpose of this study is to describe the concept profile of students after using the POGIL learning model to reduce student misconceptions. The subjects in this study were students of class XI.1 Science who had received chemistry learning about chemical equilibrium. The data collection instruments used included observation sheets of learning activities and tests of understanding the concept of multiple choice reasoned and accompanied by the level of confidence of students (three tier). Data analysis was carried out descriptively with a three tier diagnostic test. The results of the analysis of the student's misconception profile that have been obtained are then mapped individually and personally. The results showed that the profile of students 'conception after learning using the POGIL learning model, most of the students' conceptions experienced positive changes with the translation of students with initial misconceptions, not knowing the concept changed to knowing the concept, and students who remained on the profile knew the concept but still there are students who are still in the misconception profile. Through the results of this study, it is hoped that it will be useful for education practitioners in choosing alternative learning strategies in delivering chemical equilibrium subject matter and as a reference for overcoming students who are still experiencing misconceptions.

PENERAPAN MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS PESERTA DIDIK

This research was conducted due to the lack of development of students 'science process skills in chemistry lessons, which was due to the Teacher Centered learning process which resulted in students' scientific process skills not developing properly. The Process Oriented Guided Inquiry Learning (POGIL) learning model is used as an alternative to problem solving which aims to determine whether or not there is an increase in students' science process skills through the application of the POGIL learning model. The research method used is a quasi-experimental method with a non-equivalent type of control group design. The sample was taken by purposive sampling and divided into two groups, namely the control class and the experimental class. Data collection techniques were obtained through test instruments and science process skills observation sheets. The data analysis technique used was the n-gain test, independent t-test and correlation. The results of the n-gain test were 0.78 with high criteria, for the independent t-test the sig value was obtained. (2-tailed) = 0.000 and the results of the correlation test obtained a correlation coefficient = 0.942 which is included in the very good category. These data results indicate that there is a high increase in students' science process skills with the application of the POGIL learning model, and the results of the independent t-test show that there is a significant difference in results between the experimental and control classes. As well as improving science process skills, it has a very good and meaningful relationship with the knowledge of students through the application of the POGIL learning model. Keywords: Process Oriented Guided Inquiry Learning (POGIL) learning model, Science Process Skills, Hydrocarbons

Safe chemistry lessons – the check of substitute substances using the example of traditional solvents

AbstractDie Ersatzstoff‐ und Ersatzverfahrensprüfung sind wesentliche Formalien des Gefahrstoffrechts und notwendige Instrumente der Fachlehrkraft für Chemie, um Experimente im Chemieunterricht an aktuelle Anforderungen anpassen zu können, die sich aus veränderten Parametern ergeben, wie z. B. Fachraumwechsel, veränderten Lerngruppen oder verschärften GHS‐Einstufungen von Stoffen.In dieser Arbeit wird am Beispiel von tradierten Experimenten (z. B. „Das sinkende Schiff“) mit Polystyrol (PS) aufgezeigt, wie mit Hilfe einer pragmatischen Methode leicht entzündbare, fruchtschädigende und neurotoxische Lösungsmittel gegen weniger gefährliche Lösungsmittel ausgetauscht werden können.Die Sicherheit im experimentellen Chemieunterricht kann durch solche Ersatzstoffprüfungen gesteigert werden, wodurch eine stärkere Schüleraktivierung durch Schülerexperimente ermöglicht wird.

Binding and electron pair – two binding models for chemistry lessons

AbstractIn der Chemie gibt es zwei äquivalente Beschreibungsweisen zum Sachverhalt „Zusammenhalt von Atomen in Molekülen“. Zum einen sind es mit Valenzstrichen gekennzeichnete Bindekräfte oder Bindefähigkeiten, zum anderen ebenfalls mit Strichen symbolisierte bindende oder freie Elektronenpaare. Um auch im Anfangsunterricht ohne das differenzierte Atommodell die Bindungen in Molekülen zu symbolisieren, werden Normbindefähigkeiten definiert, beispielsweise 4 für das C‐Atom in CH4‐Molekülen oder 2 für das O‐Atom in H2O‐Molekülen. Entsprechende historische und fachliche Grundlagen werden angeboten und für Unterrichtsvorschläge reflektiert.

Wives of Chemists – more than just a side note in the biography of famous researchers. Dealing with gender issues in the chemistry lessons of secondary school

AbstractOftmals reicht die Zeit im Unterricht nicht aus, um mit der Lerngruppe noch zusätzliche Themen zu behandeln. Das ist vor allem dann der Fall, wenn es um Biografien berühmter Wissenschaftler*innen oder gar um gendergerechte Aspekte geht. Doch dass es durchaus lohnenswert sein kann, sich mit solchen Themen auf einer reflexiven Ebene auseinanderzusetzen, versucht der folgende Artikel zu zeigen. Nach einer kurzen theoretischen Abhandlung zum gendersensiblen Chemieunterricht und einer Zusammenfassung der Biografien von Antoine Laurent de Lavoisier (1743–1789) und seiner Ehefrau Marie‐Anne Lavoisier (1758–1836) werden einige kreative Arbeitsschritte vorgestellt, um mit den Schüler*innen über (historische) Geschlechterrollen zu reflektieren. Die entworfenen Materialien werden dabei nicht nur beschrieben, sondern stehen als Supporting Information zur Verfügung.

Investigation of Actualization of Learning to Learn Competence in Chemistry Classes

The object of this study is the learning to learn competence. The purposes of this research are as follows: (1) to highlight the challenges of the actualization of learning to learn competence in science education; (2) to investigate the learning to learn competence of 16–17-year-old students of N gymnasium; (3) to provide conclusions on the learning to learn competence of students and the most relevant aspects of developing this competence in chemistry lessons. The results of a quantitative study (attended by 172 students) confirms the hypothesis that the learning to learn competence closely correlates with learning outcomes. Successful learners are more confident and are more likely to experience satisfaction and a sense of victory; on the other hand, permanent failure can cause poor self-esteem, indifference, avoidance, and aggression. Students with the best grades also have a stronger will and self-discipline to achieve their goals. They also develop this discipline more often than the learners whose learning grades are lower. The results of the survey indicate that all students have a lack of knowledge about different learning methods and the ability to choose the most appropriate ones for specific cases. One of the effective tools that may help a learner successfully comprehend at first sight a rather complicated science – chemistry – is the development of competence-based learning. For this reason, in the paper, together with the challenges of achieving the learning to learn competence, presented by the participants of the study, the possible ways of solving them are described too.