Chemistry Lessons Research Articles

Оценивание компетентности обучающихся специализированных (музыкальных, спортивных, художественных) школ в рамках формирования естественно-научной грамотности

The change of scientific paradigms requires the participants of the scientific and pedagogical process to actively search for ways to solve important pedagogical tasks. The study presents an analysis of the situation of the development of functional literacy of students in chemistry lessons within the framework of a shortened training program. At the same time, in relation to the subject of chemistry, the problem of the development of natural science literacy is considered in detail. In the course of the study, the scientific works of foreign and Kazakhstani scientists on the designated problem were studied, on the basis of which conclusions were drawn about the need to use the potential of the activity methodology. This need is dictated by the observed transformation of the system of education and upbringing of the Republic of Kazakhstan. We are convinced that the development of this problem is relevant for solving the issue of scientific substantiation of the development of functional literacy of students, which is the key to the readiness of the individual to live in a changing reality. Functional literacy is stated as an important component of the basic competencies of the individual. Improving the level of functional literacy is one of the key tasks of the system of general secondary education of the Republic of Kazakhstan. The analysis of the content of normative documents regulating the system of general secondary education in terms of ensuring the results of training for the development of functional literacy in terms of its component of natural science literacy in chemistry lessons within the framework of a shortened training program makes it possible to determine the main trends in the planning of the educational process in this direction. Along with this, the important methodological problem of finding ways and means of assessing the development of natural science competence of students in chemistry lessons is being solved.

SUBJECT COMPETENCE IN STUDENTS FROM SPECIALIZED SCHOOLS WITH ACCELERATED CURRICULA AS A PREREQUISITE FOR DEVELOPING FUNCTIONAL LITERACY

The development of functional literacy of students from specialized schools is currently relevant. The aim of the study is to analyze the process of development of functional literacy and its component of natural science literacy in chemistry lessons in the conditions of implementation of shortened curricula in specialized general education schools of the Republic of Kazakhstan. The scientific achievements of foreign and Kazakh scientists on the identified problems were studied, on the basis of which conclusions were made about the need to use the capabilities of the activity methodology. This necessity is a consequence of the observed transformation of the education system in the country. The content of normative documents regulating the system of general secondary education is also analyzed, according to which the chemistry teacher has the right to independently determine the number of hours allocated to study, which gives the teacher of a specialized school the opportunity to independently decide on the choice of ways to develop special competencies of students within their subject. The requirements to the tasks for assessing the level of science literacy were studied, and as a result, the necessity of defining the competence-skill as a parameter of competence was revealed. A table of matching skills (competencies) corresponding to tasks with a description of their characteristics was derived. It is concluded that it is possible to develop tasks that would ensure the development of competencies that include: scientific explanation of phenomena, understanding of the features of scientific research.

Formation of environmental literacy through the study of green chemistry

The article deals with the relevance of formation of environmental literacy among school students. Recently there has been a need to balance the requirements for the ability of students to consciously plan their future life in society. This is explained by the emergence of various global problems, for which modern man should be ready and able to solve them. Environmental literacy can be integrated into the study of the environment, more specifically environmental chemistry, in a modern context with green chemistry. The article also studies the definition of "green chemistry" and its principles. The analysis of the content of normative documents regulating the system of general secondary education in terms of providing learning outcomes for the development of ecological literacy in terms of its component of natural science literacy in chemistry lessons within the framework of a shortened curriculum makes it possible to introduce into the variable part of the educational curriculum programs and methods for the development of functional literacy, including ecological literacy.

Using Fast Feedback Method to Enhance Students’ Learning in Chemistry: A Case Study in Yilo Krobo Senior High School

Traditional practices by which teachers give feedback to students during classroom discourse have been challenged. The research found out how students get information about how well they are doing in chemistry class, which is the actual feedback that chemistry teachers give to their students. The study again suggested FAST feedback method as an ideal way of giving feedback to enhance students learning during chemistry lessons. FAST is an acronym for frequent, accurate, specific and timely. An exploratory-survey design was adopted for the study and a sample of 865 chemistry students and 20 teachers, (n=885), responded to the instruments. 795 students and 20 teachers were involved in the pre-intervention survey and 70 students were involved in the post-intervention survey. Data was collected using questionnaires, interviews, worksheets, observation of chemistry lessons and students’ exercise books. Data collected were analyzed using SPSS to provide answers to the research questions; i) how often do chemistry teachers give feedback to their students? ii) do chemistry teachers give accurate feedback to their students? iii) to what extent can the feedback given by chemistry teachers be described as specific? iv) do chemistry teachers give timely feedback? v) what effect has FAST feedback on the learning of chemistry? The research revealed the actual picture of feedback given by Ghanaian chemistry teachers in senior high schools as not frequent, accurate, specific nor timely. It was inferred from the learning outcomes and the students’ responses to the post-intervention questionnaire that FAST feedback method is ideal and can help students make positive impact on their chemistry learning.

Science Laboratory Environment and Students Motivation as Predictors on Attitudes Towards Chemistry Lesson

Science Laboratory Environment and Students Motivation as Predictors on Attitudes Towards Chemistry Lesson

Химия пәнінен оқушылардың шығармашылық қызығушылығын қалыптастыру

The development of students' creative interest in the subject in the process of teaching chemistry is largely due to the ability of students to work independently, perform an educational task in full independence, and apply the research method. New innovative technologies introduced into the education of schoolchildren contribute to the teacher's rise to a new level. Interactive methods were used to develop students' creative thinking and interest in chemistry. In chemistry, according to the section "Periodic table of chemical elements", classes were held using innovative technologies, it is planned to increase the activity of students for classes. From the two classes in which the study was conducted, a test to verify previous knowledge and a questionnaire were taken, and according to the results of the summative assessment for the section, a control group and an experimental group were selected. In the teaching of chemistry, classes were held to develop and enhance the creative thinking of students. In order to identify students' interest in the subject according to the methods used, a survey was conducted among students, and according to the results of the classes, academic performance significantly improved. The activity of the students was assessed during the lesson. The results were analyzed, on the basis of which diagrams of educational achievements of students were compiled. According to the lesson, the educational achievements of students of grade 7 "B", conducted using the traditional method, increased from 92% to 96%, the educational achievements of students of grade 7 "A", conducted using innovative technologies, increased from 76% to 88%. the use of modern innovative technologies in chemistry lessons increases the activity of students, organizes cognitive and research activities of students.

EFEKTIFITAS METODE PICTURE AND PICTURE UNTUK MENINGKATKAN HASIL BELAJAR KIMIA MATERI KONFIGURASI ELEKTRON DAN DIAGRAM ORBITAL PADA SISWA KELAS X IPA 6 MAN 2 PALU

The purpose of this study was to determine the increase in learning outcomes of chemistry learning materials electron configurations and orbital diagrams in class X IPA 6 MAN 2 Palu City using the picture and picture method. The type of research used is classroom action research using test techniques as a data collection method. Data analysis used descriptive analysis. The results of the study revealed that the application of the picture and picture method in chemistry lessons on configuration materials and orbital diagrams could improve the learning achievement of students in class X IPA 6 MAN 2 Palu City. The learning outcomes are evidenced by the increase in the average value of student learning outcomes in each cycle. In the pre-cycle, the average learning score of students was 58.33 from a total of 36 students with 13 students who completed. In the first cycle, the number of students completed was 21 out of a total of 36 students or 68.89. This increase continued in the second cycle with the number of students reaching 30 students out of a total of 36 or 80.83. Also occurred in the percentage of minimum completeness criteria increased from 36.11% in the pre-cycle to 58.33% in the first cycle and increased to 83.33% in the second cycle.

Everyday referenced use of a digital temperature sensor – how well do alternative ice cubes really cool a drink?

Abstract In this paper, the cooling effect of alternative ice cubes made of granite, soapstone and ceramic is experimentally examined with the help of a digital temperature sensor and compared with that of a conventional ice cube. Digital sensors can be integrated in an everyday referenced way in the sense of inquiry-based learning during experimentation in chemistry lessons, since the use of ice cubes is a typical everyday situation that many students know and is therefore well suited for everyday referenced chemistry lessons. The advantages of digital sensors include the easy recording of measured values, the automatic creation of tables and graphs, and the direct link between the experiment and the representation. The results of the experiment reveal that the water ice cube has by far the greatest cooling effect compared to the alternative ice cubes. The entire cooling process of the ice cubes is explained and calculated, which essentially consists of three sub-steps: heating the ice cubes to melting temperature, melting the ice cubes, mixing the melted ice cube with the drink. The comparison of calculated and experimentally measured values shows that the cooling effect of all ice cubes could be determined very accurately experimentally using the digital temperature sensor.

Uniting through green chemistry lab a inclusive, responsive pedagogical approach. Experiences from Malaysia

There has been a noticeable surge in the number of publications focusing on diversity, equity, and inclusion within the realm of chemistry education. While these publications have shed light on various strategies to foster gender and ethnic equality, a consensus is emerging regarding the integration of these concerns into the landscape of chemistry education. Notably, in Malaysia, where this study was conducted, there has been limited emphasis on inclusivity in chemistry education. This study aims to introduce "UnityChem: Uniting Through Green Chemistry Lab," an innovative and inclusive pedagogical approach designed to bridge this gap. The approach focuses on training a group of 35 pre-service chemistry teachers on inclusivity in chemistry education. At the heart of UnityChem lies the application of green chemistry as a foundational framework for teaching and learning, with a specific emphasis on transesterification chemistry. This approach actively involves students through hands-on activities, leveraging green chemistry principles to produce biodiesel from a variety of vegetable oils. UnityChem intentionally incorporates articles that emphasize gender and ethnic disparities to promote preservice teachers' awareness of these issues while they engage in biodiesel production and learn about transesterification. Pre-service teachers have expressed that UnityChem not only delivers a meaningful chemistry lesson but also nurtures gender sensitivity and underscores the impact of deforestation on the well-being of indigenous people living in forested areas. The design of UnityChem caters to students with diverse abilities, including those with lower abilities. This study collectively presents UnityChem as a viable approach to utilizing green chemistry to make chemistry education more inclusive and comprehensive.

Transcript-Based Lesson Analysis: The Analysis of Classroom Communication in Chemistry Implementing Case-Based and Project-Based Learning

Previous research studies found that Case-Based Method (CBM) and Project-Based Learning (PBL) models increase student motivation, critical thinking, and problem-solving. However, so far, the success of implementing these models has mostly been based on learning outcomes. Not many research studies have been carried out to reveal the effectiveness of these models by analyzing the learning process. This research is a qualitative descriptive study that aims to analyze classroom communication on solving problems in Chemistry lessons implementing the CBM and PBL models using Transcript Based Lesson Analysis (TBLA). TBLA is an analysis method based on communication occurring in the classroom. In this research, TBLA analyzes the classroom communication on solving problems in the Wood Chemistry course at the Department of Chemistry Education, Lambung Mangkurat University, Indonesia. A total of 26 students were involved. The classroom communication was recorded by camcorders and the data were transformed into transcripts. The data was processed using Excel to produce a TBLA graph. The results show that (1) the ratio of lecturer and student communication intensity using the CBM model in the classroom is 1:3, and the PBL model is 1:1. (2) The CBM model provides a good environment for the development of student HOTS through in-depth multi-directional communication patterns in the problem-solving process. (3) PBL builds better collaboration between students compared to the CBM model. This research implies that the quality of classroom communication can be improved by integrating the HOTS questions and independent group work as implemented in the CBM and PBL models.

Academic Resilience in Chemistry during Covid-19: A Systematic Review

The number of difficulties experienced by students in online learning during a pandemic such as lack of focus and motivation due to stress, students experience a decline and involvement in learning. Some students stated the lack of access to technology and the environment was not conducive to learning. Students who cannot overcome academic difficulties are familiar with academic resilience. This study aimed to review articles on student academic resilience during the COVID-19 pandemic in chemistry lessons. This research is systematic research using the PRISMA method. The systematic review used articles from the range 2020-2023 published in PubMed, Google Scholar, and Science Direct. A total of 4 articles on the resilience of students studying chemistry during the COVID-19 pandemic met the inclusion criteria. The results showed that journals discussing student resilience in studying chemistry during the COVID-19 pandemic were still limited. However, from this literature research, it turns out that academic resilience is considered capable of maintaining learning success in students during the COVID-19 pandemic

Impact of Blended Learning on Students’ Critical and Creative Thinking Skills in Science Learning: A Meta-Analysis

This research is a meta-analysis to see the influence of Blended Learning in science learning on students' critical and creative thinking skills. The method used is meta-analysis with a population and research sample, namely scientific articles that have been published through Google Scholar on a national to international scale in 2016–2022, which discusses the application and influence of Blended Learning in science learning on students' critical and creative thinking skills. In the science subject category, which includes physics, biology, and chemistry. Blended learning influences in the highest category in its application in physics learning to students' critical and creative thinking skills. Whereas in chemistry lessons, has an effect on the medium category. Based on the level of education, blended learning has an influence on the high category when applied to the high school level. Meanwhile, if it is applied to the secondary school and university levels, blended learning only has an effect on the medium category. However, in general, the application of blended learning has a significant influence on students' critical and creative thinking skills. So, blended learning can be used as an innovation in science learning in an effort to improve students' critical and creative thinking skills.

Ways and Means of Using the Laboratory During the Chemistry Lesson

This article reveals the meaning, methods and means of laboratory classes on the subject of chemistry, namely: the main ways of learning the basics of chemistry, the significance of the experimental results obtained by students, stimulating their thinking, forcing them to discuss with each other and draw conclusions together, satisfying their interest students, it is always believed that scientific research is the best opportunity for the researcher, the role of the teacher and laboratory experiments are necessary experiments in order for students to live and work independently in the future.

Analysis of the Application of the Group Investigation Learning Model and Its Influence on Students' Critical Thinking Abilities on Chemical Elements in Eastern Europe

Research objective: Research on the analysis of the application of the group investigation learning model on chemical elements and its influence on students' critical thinking abilities, which aims to see the effect of implementing this model on students' critical thinking abilities in eastern European countries.
 Methodology: This research is a descriptive correlational research with a concurrent embedded mix method design . The sample was determined using a purposive sampling technique with expert consideration. Data analysis was carried out to see the effect of implementing the GI model on students' critical thinking abilities using the Bivariate Pearson test and significance testing using the t test.
 Main findings: the results of the correlation test between the implementation of the GI model by students and students' critical thinking abilities were obtained r xy = 0.710. The results of the normality and homogeneity tests show normal and homogeneous data. The results of the significance test obtained t = 5.878 and t table = 2.032 with dk = 34 and α = 0.05. The results of the research prove that the implementation of the group investigation learning model is going well and there is an influence between the implementation of the group investigation learning model and students' critical thinking skills in chemical elements in eastern European countries.
 Recent research: This research strengthens the significant influence of the GI model on students' critical thinking abilities , especially in chemistry lessons.

Lessons learned from a case study on teaching the socioscientific issue of ethanol, used as an ingredient of sanitizers, to promote students’ learning of and about chemistry during the COVID-19 pandemic

Abstract During the COVID-19 pandemic, the unexpected lockdown of schools brought many challenges to redesigning the teaching and learning of chemistry at the secondary schooling level. The demand for online teaching under COVID-19 conditions was, however, also an opportunity to reflect on introducing new content, pedagogies, and media. This paper reflects on the implementation of a chemistry lesson plan focusing on the socio-scientific issue of ethanol used for hand sanitizers in Italy. Ethanol is possibly the most common ingredient of hand sanitizer lotions and provides an authentic context for the learning of and about chemistry. The objective was to promote students’ awareness of the deep interconnections between science, society, ethics, and the environment through a socio-scientific issues-based approach.

Technology-enhanced learning through virtual laboratories in chemistry education

This research studied the impact of integrating virtual laboratories in chemistry lessons among 22 pre-service teachers who were enrolled in a Bachelor of Education program, focusing on middle and high school science. These participants were systematically divided into an experimental group (EG) and a control group. Both groups engaged in the same organic chemistry lesson and subsequent lab session, the only difference being that EG received additional training via a virtual laboratory prior to the hands-on lab session. A survey, conducted both before and after the experiment, was utilized to measure participants’ attitudes towards the use of virtual laboratories. The quantitative data analysis revealed a significant positive shift in EG’s attitudes post-intervention, suggesting that virtual laboratory experiences enhance their learning and engagement. Specifically, participants exhibited improved understanding of the educational methodologies and heightened engagement during the physical lab work. However, no significant differences were observed between the two groups concerning the technical aspects of the experiments, implying that the virtual labs’ impact on perspectives about the technical components of a chemistry lab was consistent across both groups. These findings support the view of virtual laboratories as a viable supporting tool for science education, promoting technology integration into teaching practices to meet the demands of 21<sup>st</sup> century learning outcomes. This research concludes with recommendations for future studies to explore further the implications of virtual labs on various aspects of science education.

Go-Chemist! App and Its Impact on Students’ Attitudes Toward Chemistry

The current study aims to explore the impact of using the Go-Chemist! app on students’ attitudes toward chemistry on colligative properties. This pretest-posttest quasi-experimental design study involved 71 twelfth-grade students in Jakarta, Indonesia. One class was randomly assigned to a treatment group which was taught using a mobile application and another class was assigned to a comparison group which was taught using e-books. The Attitude Toward Chemistry Lessons Scale (ATCLS) was administered before and after instruction to both groups. To analyze the data, we employed independent and paired sample t-tests. The results indicated that after the intervention, the gap in attitude scores between the two groups was statistically significant in favor of the intervention group. Students in the treatment group also showed a statistically significant improvement in average scores from pre- to post-administration with a large effect size. This reflected the use of the Go-Chemist! app effectively increases students’ positive attitudes toward chemistry lessons on the topic of colligative properties.

Influence of Interactive Multimedia Teaching Materials on Cognitive Learning Outcomes of Students in Science Lessons: A Meta-Analysis

Interactive multimedia teaching materials are teaching materials that combine two or more interactive media (audio, text, graphics, images, and video). Interactive multimedia is one of the teaching materials that can be used to support the learning process. The purpose of this study was to see how interactive multimedia influences students' mastery of concepts and cognitive learning outcomes in science learning. This type of research is meta-analysis research. The example used is 25 journals that meet the criteria. The data analysis technique is calculating the effect size of each journal, testing heterogeneity and testing hypotheses. Based on the results of data analysis in this study it can be concluded that in general interactive multimedia influences student learning outcomes. Specifically grouped into several moderator variables, it can be concluded that, first, interactive multimedia influences student learning outcomes, especially in physics and chemistry lessons. Second, interactive multimedia has an influence on the learning outcomes of class X and class XI students. Third, interactive multimedia has an influence on student learning outcomes when combined with cooperative learning models and inquiry learning.

Introduction of Formative Assessment Classroom Techniques (FACTs) to School Chemistry Teaching: Teachers' Attitudes, Beliefs, and Experiences.

This paper presents teachers' perspectives and experiences with the implementation of formative assessment (FA) into chemistry lessons at the secondary school level through Formative Assessment Classroom Techniques (FACTs). The research had a qualitative character and was based on semistructured interviews focused on: the definition and previous use of FA, implementation experience, and teachers' beliefs, attitudes, and abilities. The research describes five cases-chemistry teachers participating in a professional development program. The 2 year-long training was focused on the theory of FA, practical exercises, and extended support during in-school FACTs implementation. The results showed that using FACTs during secondary school chemistry lessons emphasizes students' strengths and weaknesses, encourages them to perform truthful self-assessments, and engages them. Moreover, using FACTs opens new areas for parents' involvement in the assessment and learning process that can be especially valuable for students with special educational needs. The main challenges cited by teachers were time management, policy support, and the need for further assistance during FACTs implementation.

USING PROJECT TECHNOLOGY IN CHEMISTRY LESSONS

In this article, the effectiveness of the use of project technology in chemistry lessons is given. When using project technology in chemistry lessons, students develop general educational skills - the ability to control and evaluate the process and result of activities, to reflect on the methods and conditions of actions. At each stage of work on the project, the formation of personal universal learning activities of students (independent and personal responsibility, readiness and ability for self-development, awareness of responsibility, etc.) takes place.