The study looked at how conceptual modelling (CM) and conceptual blending (CB) affected students’ achievement in chemistry. This study employed a quasi-experimental design. In this study, 274 seniors secondary (SSII) chemistry students from six coeducational secondary schools in the state were randomly selected using simple random sampling. The information was gathered using the chemistry achievement test (CAT). It was used for pre-test and post-test to evaluate students’ achievement in chemistry. All groups received these tests before and after a six-week course of therapy. The mean/average scores of the 3 groups on the pre-test and post-test were compared using analysis of covariance (ANCOVA) of the CAT data. The study discovered that CM, as opposed to CB, had a significantly bigger effect on students’ achievement in chemistry. Chemistry achievement was significantly higher with CB than with the lecture approach (LA). According to the study, when compared to the LA, CM and CB are more effective teaching strategies for raising students’ achievement in chemistry. Furthermore, it was discovered that CM was the most successful approach. It was suggested, among other things, that chemistry instructors incorporate CM into their chemical lessons.

Had every scientist embraced arts and design studies, the world would be more beautiful than it is now, and had all artists learned different sciences, there would have been more scientific innovation and creation. We would give our eyeteeth for an art-science Collaboration as the pedagogy of the 21st century. The incorporation of art and design into STEM education has led to the widespread use of the acronym (STEAM) in educational discussions. Therefore, this paper intends to evaluate the impact of collaborating art and design with Chemistry teaching on secondary student Creativity and engagement in Ugandan schools, demonstrating to educators, policymakers, Curriculum developers, and the public the benefits of Collaboration as a pedagogy to enrich the learners within the 21st century. A participatory demonstration with learners from Immaculate Heart Girls' School, Nyakibale, along with intentional analysis and observation, was carried out in the areas of recycling, ceramics, and metal casting. The results show a need for interdisciplinary pedagogical approaches.

We are undertaking a long-term project to provide comprehensive visual, photographic and videographic supporting evidence for the concepts, reaction outcomes and reaction mechanisms covered in core Organic Chemistry courses. The brilliant colors and chelating ability of porphyrins make them valuable teaching tools for these courses. Four demonstrations that illustrate their pedagogical value are presented. In all cases, the demonstration is ”layered,” meaning that it can be repeated and extended to reinforce later material within the course. In addition, each experiment is designed to meet one or more of the following criteria: A. It demonstrates a process of historical importance. B. It illustrates a process or concept that has real-world applications. C. It should have pedagogical value in other disciplines. Experiment 1 provides visual evidence for the existence of antibonding orbitals by using chlorophyll fluorescence. It can later be used to introduce the concept of photosynthesis. Experiment 2 demonstrates porphyrin chelation as an example of a one-pot Brønsted acid-base and Lewis acid-base reaction. The visual impact of the experiment was maximized by using a divided U-tube. Experiment 3 extends Experiment 2 into a competitive metallation study that illustrates the distinction between kinetic and thermodynamic control. Experiment 4 demonstrates the existence of π-cation radicals. All four experiments can also be carried out as real-time demonstrations. These experiments clearly illustrate the pedagogical value of porphyrins as visual tools in the core Organic Chemistry curriculum.

The development of scientific competency and learning achievement is a key objective of chemistry education, particularly in addressing students’ difficulties in conceptual understanding and problem solving. This study aimed to investigate the effects of integrating the 7E Learning Cycle and the KWDL technique on students’ scientific competency and learning achievement in chemistry, as well as their satisfaction with the instructional approach. The research employed a one-group pretest–posttest experimental design. The participants were 38 Grade 10 students from a public secondary school in Thailand, selected using cluster random sampling. The research instruments included an integrated 7E–KWDL learning management plan, a scientific competency test, a learning achievement test on the topic of solutions, and a student satisfaction questionnaire. The data were analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, and paired-samples t-tests. The results showed that students’ scientific competency significantly increased from pretest (M = 16.04) to posttest (M = 23.82), Z = 5.39, p < .001. Learning achievement also improved significantly from pretest (M = 14.97) to posttest (M = 25.08), t(37) = 49.09, p < .001, and posttest scores exceeded the 70% achievement criterion. In addition, students reported a high level of satisfaction with the integrated instructional approach (M = 4.62). This study contributes empirical evidence that integrating inquiry-based learning with metacognitive problem-solving strategies can effectively enhance competency-based learning in secondary chemistry education.

A Five-Step Framework for Designing Augmented Reality Laboratories in Pre-service Chemistry Teacher Education: A Case Study on Essential Oil Extraction

The investigation into inclusive practices in Chemistry Teaching reveals that the discipline’s inherently abstract and visual nature poses the greatest obstacle, creating significant barriers, especially for students with Visual and Hearing Disabilities. The pedagogical solution lies in adopting the Universal Design for Learning (UDL), which mandates multisensory strategies to break down complex concepts, and the Science, Technology, and Society (STS) approach, which contextualizes knowledge for civic education. There has been notable progress in developing Assistive Technologies (AT), including low-cost tactile molecular models, audiodescription in experiments, and laboratory adaptations, which are essential for promoting student autonomy. However, the most pressing challenge to actualizing these practices is the critical gap in the initial and continuing training of Chemistry teachers, which causes insecurity and prevents the effective transposition of academic research into the classroom. The literature review revealed that inclusion in chemistry education still faces challenges related to the abstract nature of the content, the lack of accessible materials, and teacher training. However, strategies such as adapting teaching resources, using digital technologies, and active methodologies show potential to make teaching more accessible and participatory for all students.

ABSTRACT Background Innovative, research-informed instructional approaches are essential for shifting traditional teaching methods toward student-centered learning environments. Process Oriented Guided Inquiry Learning (POGIL), developed by chemical educators in the late 1990s, is one such strategy that promotes active learning through structured, cooperative inquiry. While POGIL has been widely implemented and studied at the high school and post-secondary levels, its use in middle school settings – particularly among students aged 12–13—remains underexplored. This developmental stage is marked by the emergence of formal operational thinking, yet many students still struggle with the abstract reasoning required for understanding particulate-level chemistry concepts. Purpose This study investigates the effectiveness of POGIL in supporting conceptual understanding of pure substances and mixtures among seventh-grade students, a population still forming foundational scientific schemas. Sample It involved 58 seventh-grade students (ages 12–13) from two classes at a public school. One student in the POGIL group did not complete the post-test, resulting in 28 students (15 females, 13 males) in the experimental group and 29 students (15 females, 14 males) in the control group. Design and method Employing a quasi-experimental, non-equivalent control group design, students were assigned to either a POGIL-based instructional group or a teacher-centered, whole-class instruction group. Data were collected using the Pure Substances and Mixtures Achievement Test, which was developed by the research team. To assess the effect of the POGIL, one-way ANCOVA was conducted. Results The findings showed that implementing POGIL in middle school science significantly enhanced student learning of the pure substances and mixtures unit, yielding a large effect size compared to teacher-centered, whole-class instruction. Conclusion The inquiry-driven, cooperative structure of POGIL enhanced student engagement and facilitated deeper learning. Unlike many prior studies focusing on older students, this research highlights how POGIL can be adapted to younger audiences navigating complex and abstract chemistry concepts.

ABSTRACT This study examined how participation in the Technology-Mediated Lesson Study (TMLS), a hybrid professional development programme, shaped collaboration, advice-seeking, and friendship networks among rural chemistry and biology teachers in a Western US state over three years. Using Stochastic Actor-Oriented Models (SAOMs) in RSiena, the study analysed how structural, individual, and programme-level factors influenced network formation and change. The networks remained sparse, with geographic distance strongly constraining interactions. Teachers formed ties through reciprocity and triadic closure, and advice-seeking and friendship networks showed steady growth. TMLS participation significantly increased the likelihood of forming new ties, including long-distance connections that bridged regional boundaries. Participants became central actors in both professional and personal networks, demonstrating that hybrid programmes can foster multiplex connections that promote and sustain reform efforts. These findings highlight the potential of well-designed professional development to reduce isolation, expand super-organisational engagement, and support collaborative communities for rural teachers. Programmes that combine structured collaboration with opportunities for informal peer relationships can enhance professional growth and build more sustainable networks in geographically dispersed settings.

Students’ achievement in chemistry reflects the extent to which instructional objectives are attained and is often used as a measure of teaching effectiveness. However, evidence from recent studies shows that students’ performance in chemistry continues to be unsatisfactory, especially when conventional teaching methods dominate classroom practice. The study examined the effect of the Think–Pair–Share instructional strategy on students’ achievement and interest in Chemical Bonding among senior secondary school students in Minna Metropolis. Two research questions were posed, and two null hypotheses were formulated and tested at the 0.05 level of significance. A quasi-experimental research design was adopted, specifically a non-randomised pretest–posttest control group design. The sample comprised 120 Senior Secondary School II students selected from two co-educational public secondary schools using a purposive sampling technique. Participants were assigned to either an experimental group, which received instruction through the Think–Pair–Share strategy, or a control group, which was taught using the conventional lecture method. Data were collected using the Chemical Bonding Achievement Test (CBAT) and the Chemical Bonding Interest Inventory (CBII). Both instruments were subjected to expert validation and were found to be reliable. Descriptive statistics, including mean and standard deviation, were employed to address the research questions, while the independent samples t-test was used to test the hypotheses at the 0.05 level of significance. The findings indicated that students exposed to the Think–Pair–Share instructional strategy achieved higher mean scores in both achievement and interest compared to their counterparts taught using the conventional method. Furthermore, the results revealed statistically significant differences in both achievement and interest in favour of the experimental group. The study concluded that the Think–Pair–Share instructional strategy is more effective in enhancing students’ achievement and interest in Chemical Bonding. Consequently, it was recommended that chemistry teachers adopt this strategy to improve students’ learning outcomes, and that educational stakeholders promote the integration of interactive, student-centred instructional approaches in secondary schools.

On March 20–21, 2026, the scientific-practical conference "Integrity of Subject Knowledge and Pedagogical Practice" took place. This event marked the conclusion of the national professional development program, "Improvement of Subject-Specific and Didactic Competencies for Chemistry Teachers" which had been ongoing since October 1, 2025. The national professional development program is designed for chemistry teachers working with students in grades 8–12. The program aims to strengthen teachers' subject-specific and didactic competencies, focusing on the updated primary and secondary chemistry curricula, which emphasize inquiry-based learning. This event serves as a platform for the chemistry teaching community to gather, share accumulated experience, and discuss the practical application of the latest didactic insights in daily classroom settings.

Student Worksheets (LKPD) are printed teaching materials in the form of sheets of paper containing tasks to be completed by students. This study aims to develop LKPD based on Problem Based Learning (PBL), determine the conceptual and procedural feasibility of LKPD, determine the assessment of chemistry teachers and student responses to the developed LKPD. The development was carried out using the Lee & Owens model. The instruments used were teacher interview sheets and student needs analysis questionnaires. The resulting product was then validated by a team of media experts and material experts, and assessed by teachers. Next, the LKPD product was tested with one-on-one trials and small group trials. The data analysis techniques used were qualitative data analysis and quantitative data analysis. The results of the study showed that the developed LKPD based on Problem Based Learning (PBL) was declared conceptually and procedurally feasible. Media expert validation obtained a score of 4.57 (Very Appropriate) and material expert validation with a score of 4.4 (Very Appropriate) and teacher assessment with a score of 4.57 (Very Appropriate) and student responses with one-on-one trials and small group trials obtained a percentage of 84,9% and 84,8% with the criteria of "Very Good". Based on the development and research, it can be concluded that Problem Based Learning (PBL) Based Student Worksheets are valid and suitable for use in chemistry learning.

This study conducted a bibliometric analysis of global research trends on student-centered learning (SCL) in schools over the past decade (2014–2024), using R-Biblioshiny and VoS Viewer software. The purpose of this study was to map the development of SCL research, identify the most productive authors and institutions, and explore dominant emerging themes in the literature. The analysis revealed a significant increase in SCL publications starting in 2018, with a primary focus on 21st-century skills such as critical thinking, creativity, collaboration, and communication. The Journal of Chemical Education was the primary publication source, with authors and institutions such as Dolezal D and Yogyakarta State University making particularly prolific contributions. Thematic mapping revealed that topics such as problem-solving and collaborative learning remained dominant, but there was a decline in the popularity of SCL and e-learning. These findings provide important insights for educational researchers and practitioners in designing more adaptive and inclusive learning strategies in the global era.

The teaching of chemistry in secondary education continues to face tensions between the abstract nature of its contents and the need to generate meaningful learning in students. From teaching practice, this issue becomes evident in the difficulty of enabling students to establish connections between scientific concepts and their everyday environment. The present study analyzed the impact of a didactic strategy based on board games on the development of cognitive skills in tenth-grade students in Sogamoso, Colombia. A mixed-methods approach with a quasi-experimental design was adopted, involving 440 students from public and private institutions. The experimental group participated in a gamified instructional sequence, while the control group maintained a traditional approach. The results showed significant improvements in conceptual understanding, problem-solving, and scientific argumentation, as well as transformations in student motivation and participation. Inferential analysis confirmed the statistical significance of the intervention, while qualitative evidence allowed for the interpretation of changes in classroom dynamics. It is concluded that analog gamification, specifically through board games, constitutes an effective and contextualized pedagogical strategy that can contribute to strengthening scientific thinking in secondary education.

ABSTRACT Sublimation is one of the chemistry topics that is often perceived as difficult because it is commonly taught as an abstract concept and is not sufficiently connected to real-life technological applications. This study aimed to develop interactive multimedia on sublimation topics oriented toward chemical literacy and to examine its validity and initial feasibility. The study employed a Design-Based Research approach using the ADDIE model and was limited to the analysis, design, and development stages. The product was developed using Articulate Storyline 3 and was designed to integrate four aspects of chemical literacy: chemical concepts, chemical contexts, chemical processes, and scientific attitudes. Data were collected through validation and feasibility questionnaires. Validation was conducted by material and media expert lecturers, while the limited feasibility test involved 15 Chemistry Education students who had completed the Organic Chemistry I course. The validation results showed that the developed multimedia was valid, with an average r-count value of 0.81 across the learning, chemical literacy-oriented material substance, and display and software aspects. The limited feasibility test showed an average percentage of 91%, indicating that the multimedia was highly feasible for initial use in learning. These findings suggest that the developed interactive multimedia has adequate validity and initial feasibility as a learning medium for sublimation topics oriented toward chemical literacy. Further studies are needed to examine its effectiveness in improving learning outcomes and chemical literacy skills.

ABSTRACT Learning the periodic table of elements is often perceived as difficult because it involves abstract concepts, symbolic representations, and multiple relationships among elements that students must understand. This study aimed to develop interactive web-based learning media for periodic table material by integrating the Carrd platform with Educandy and to examine its validity and feasibility at the development stage. The study employed a Research and Development approach using the ADDIE model up to the development phase. The product was validated by five expert validators consisting of lecturers and chemistry teachers, and its feasibility was tested with 15 tenth-grade students at SMAN 1 Banjaran. The validation results showed an average score of 0.85, which was categorized as very high. Across aspects, the scores included software engineering (0.864), visual communication (0.872), functionality (0.810), learning achievement (0.883), media quality and relevance (0.790), interactivity (1.000), ease of understanding (0.830), learning guidance (0.830), and concept and theory accuracy (0.776). The feasibility test produced an average percentage of 89.13%, indicating that the media was feasible for limited use. Qualitative feedback from validators suggested improving the interface, adding supporting images, and refining several presentation elements. These findings indicate that the developed Carrd–Educandy-based learning media is valid and feasible as a learning support medium for periodic table material at the development stage.

Sustainability and the Sustainable Development Goals (SDGs) are garnering significant attention due to growing global challenges, including poverty, inequality, environmental degradation, and climate change, with the latter addressed specifically through SDG 13. This study examined the level of self-reported awareness of six science-related SDGs—SDG 3 (Good Health and Well-Being), SDG 6 (Clean Water and Sanitation), SDG 7 (Affordable and Clean Energy), SDG 13 (Climate Action), SDG 14 (Life Below Water), and SDG 15 (Life on Land)—among science teachers in the Arab sector in Israel as a function of background variables: gender, seniority, degree type, academic institution, school type, area of specialization, and the integration of these SDGs into the science curriculum. The study employed a mixed-methods approach: in the quantitative component, 204 science teachers responded to a Likert-scale questionnaire; the qualitative component consisted of semi-structured interviews with 30 middle school science teachers from the Arab sector. The findings indicated a moderate level of self-assessed awareness regarding SDGs. Significant differences in awareness were found according to teaching subject: environmental studies teachers demonstrated the highest awareness, followed by general science, biology, and physics teachers, with chemistry teachers ranking lowest. No significant differences were found for the remaining variables (p > 0.05). Qualitative findings indicated that while teachers perceived SDG-related content as implicitly present in the curriculum, explicit and systematic integration of the SDG framework is largely absent. Overall, the findings suggest that teachers are not adequately exposed to the SDGs. Therefore, it is recommended to incorporate these topics into teacher-training courses and professional development programs and to further integrate them into curricula. This study contributes to the growing body of research on SDG integration in science education, particularly within underexplored minority educational contexts.

Generative artificial intelligence (GAI) is rapidly transforming higher education, raising pedagogical, ethical, and epistemological challenges. In chemical engineering, concerns have emerged that student over-reliance on GAI may undermine the development of key skills such as problem-solving, creativity, and critical thinking. This mixed-methods study explored staff and student perspectives on the integration of GAI into chemical engineering education. Data were gathered through questionnaires (students n = 115; staff n = 17), two student focus groups, and five semi-structured staff interviews. Quantitative data were statistically analysed, and qualitative data were examined using reflexive thematic analysis. Five themes were identified: ethics, reliability and accuracy, impact on learning, pedagogical disruption, and staff use. Applying the Technological Pedagogical Content Knowledge (TPACK) model highlighted distinct staff–student differences. Students viewed GAI as a beneficial learning support, with limited concern for bias or authorship. Staff raised critical issues around reliability, transparency, and pedagogical alignment, but acknowledged GAI’s potential to streamline routine tasks such as feedback provision. Based on these insights, this study goes beyond reporting perspectives, to also propose curriculum interventions including early AI literacy and critique-based assessment. It also offers policy recommendations addressing equity, sustainability, and the responsible integration of GAI into chemical engineering education. • Staff and student perspectives of GAI in chemical engineering education are presented • Mixed-methods and the Technological Pedagogical Content Knowledge model was used • Students see GAI as a learning support tool, with limited concern for bias • Staff raised issues in reliability, transparency, and pedagogical alignment • Policies and curriculum interventions for early AI literacy are proposed

Objective: This article examines the pedagogical aspects of developing the professional competencies of chemistry teachers in the context of the Sustainable Development Goals (SDGs). In the face of global challenges, the teacher training system requires the integration of the principles of Education for Sustainable Development (ESD), aimed at fostering critical thinking, systematic analysis, and strategic planning. The article analyzes key teacher competencies necessary for the effective implementation of SDGs in the educational process, including systematic and critical thinking, anticipatory forecasting, normative and strategic competencies, as well as interdisciplinary collaboration skills. Particular attention is given to pedagogical models such as flipped learning, gamification, project-based, and interdisciplinary approaches that contribute to the professional development of chemistry teachers. The study substantiates the need for the implementation of innovative educational strategies aimed at developing environmental awareness, analytical skills, and research activities among future educators. Methodological aspects of integrating SDGs into chemistry teacher training curriculum, as well as international experience in this field, are explored. The research findings highlight the importance of a comprehensive approach to shaping the professional competence of chemistry educators, incorporating interactive teaching methods, digital technologies, project-based, and problem-oriented learning. The conclusion presents recommendations for optimizing the educational process to ensure teachers are prepared to integrate sustainable development principles into school chemistry education.

Modern Chemistry Teaching. Part 1. Geometrical Crystallography at High School during Chemistry Lessons and Clubs

BackgroundNursing students are exposed to diverse occupational risks during clinical practicum, which may threaten both their safety and patient safety. Despite the increasing emphasis on safety education following the Patient Safety Act in South Korea, few studies have examined their performance and perceived importance of safe nursing behaviors. This study addresses this gap to provide evidence for improving nursing safety education.MethodsA cross-sectional survey was conducted among 160 nursing students from two universities in South Korea who had completed their clinical practicums. Data were collected using a self-administered 29-item questionnaire developed through a literature review and expert validation. It comprises four domains: infection prevention, musculoskeletal injury prevention, chemical hazard prevention, and psychological injury prevention. Data analysis was performed using SPSS/WIN 28.0, including descriptive statistics, paired-sample t-tests, independent t-tests, and one-way ANOVA. Priority analysis was conducted using Importance-Performance Analysis (IPA), the Borich Needs Assessment model, and the Locus for Focus model.ResultsImportance scores were significantly higher than performance scores across most items, except for “Dispose used ampoules/needles without recapping” and “Dispose sharps into puncture-resistant containers.” IPA identified 14 items in the “Keep up the good work” quadrant and four items in the “Concentrate here” quadrant. The Borich Needs Assessment model ranked “Know the location of spill kits,” “Use devices to reduce musculoskeletal load” and “Use of goggles when biological exposure is possible” as having the highest priorities. The Locus for Focus model classified five items, including personal protective equipment (PPE) use during biological exposure, maintain posture during ergonomic risks, chemical education, and respect for personal dignity, as the top priority (HH quadrant) for educational intervention.ConclusionsThe assessment tool effectively evaluated nursing students’ safe nursing behaviors during clinical practicums. Four domain-specific priorities were identified: personal protective equipment (PPE) use in infection prevention, ergonomic safety practices, chemical safety knowledge, and psychological safety measures. These findings provide evidence-based guidance for designing targeted and practical nursing safety education programs to improve nursing students’ preparedness, safety, and patient safety.