Chemical Education Research Articles

A COMPARATIVE STUDY OF ONLINE AND OFFLINE METHODSTEACHING CHEMISTRY IN A MEDICAL SCHOOL

Higher medical education has never been distant or implemented online. The years of pandemic have changed the situation. Online lessons become more common even in medical schools. Our purpose was to find out the advantages and disadvantages of online and offline studying methods from students' points of view. We had a unique opportunity to compare online and offline education through the eyes of students who studied in their first year online for the first half of the semester, and offline for the second half of the semester. These students could compare the pros and cons of these learning formats when studying chemistry. The survey was designed to collect information to compare the online teaching and offline teaching of chemistry for medical students. Since different teaching and learning methods were compared by the same people, the contribution of subjectivity in the comparison was reduced. The results of questionnaire answers of students from Kazakhstan were analyzed and compared with other studies' results made all around the world. In this research, the authors believe that feedback from students can help develop and use more accessible and modern ways of teaching as well as ways to improve the quality of education for medical students.

DEVELOPMENT OF SCIENTIFIC COMPETENCE OF STUDENTSBY USING THE RESULTS OF RESEARCH ON HUMICSUBSTANCES IN THE EDUCATIONAL PROCESS

This paper examines the use of humic compounds in research activities as a waysof shaping students' research skills. A precondition for the analysis is to determine the research capabilities of undergraduate students, which will lead to the growth of an objective systematic phenomenon of learning. The research findings of this paper present objective knowledge as expressed in the conceptual framework of chemical education. To illustrate the meaning of scientific ability, we will investigate how undergraduate students in chemistry develop study abilities through diverse experiments. On the basis of the examination and abstraction, the relationship between undergraduate students' developments in scientific capability and their academic efforts is identified. In the procedure of higher learning, bachelor students' scientific engagement is organized, and study capabilities are developed by employing successful problem-oriented teaching approaches.One of the most understudied difficulties in practice is the use of technology for establishing a competence-based strategy for student training. The formation of competencies that make up the integral structure of personal and professional characteristics for the successful performance of educational functions. One of the key objectives is to develop the academic skills for prospective professionals in higher education institutes. The primary lines of learning have changed as society has evolved, and in accordance with this, the best specialist with a higher education is required to improve his knowledge.

Видео експериментът в обучението модел за приложението му при изучаване на химия и опазване на околната среда

In this paper, the focus is on the video experiment in learning. Its application in the teaching of Chemistry and Environmental Protection is justified. A model for the planning and implementation of video experiments in education is developed and presented through its main components in their interrelation and conditioning. The guiding idea on which the proposed model is based is the development of interest in the study of chemical science and the creation of conditions for the development of key competencies in science. The model is concretized and tested in the practice of organic chemistry education. On the basis of the proposed model 11 educational videos have been created, the applicability of which has been established by expert evaluation. For the implementation of the expertise, requirements for the virtual chemistry experiments have been defined, which can be used for both formative (in-process) and final assessment.

Нагласи на учениците за учене по химия характеристики, фактори и инструменти за изследване

The attitudes are defined as one of the main factors for increasing the students’ achievements in chemistry and choosing a professional realization in this field. The purpose of the study is to outline the main characteristics of the attitudes towards learning chemistry at school, the factors that influence them and the methods and means of their identification in scientific research, based on the analysis of literature review. The results show the complex structure of attitudes and insufficient researches on the influence of the school environment on their components. The factors that influence changes in attitudes are examined in this study in three groups - demographic, social and school. Each of them has its own meaning. There is a lack of researches with a specific design of chemistry education within a given curriculum, which is mainly aimed at a positive change of students' attitudes. The study showed the use of mostly quantitative research methods in school settings and qualitative research methods for students' opinions.

THE EVOLUTION OF EDUTAINMENT IN CHEMISTRY TEACHING METHODS

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

FORMATION OF COGNITIVE ACTIVITY OF STUDENTS IN THE PROCESS OF STUDYING CHEMISTRY

he socio-economic transformations in society have reshaped the educational landscape, positioning students as active agents in the learning process. This shift calls for the enhancement of cognitive activity in the educational framework, particularly in subjects like chemistry. This article explores the formation of cognitive activity among students in the context of chemistry education, with an emphasis on developing methods that encourage the transition from empirical to abstract-theoretical levels of understanding. The study aims to organize a comprehensive cognitive activity system that integrates the assimilation of chemical knowledge, cognitive teaching methods, and the development of chemical thinking. The study aims to organize and develop a comprehensive cognitive activity system in students during chemistry lessons, focusing on assimilating subject content, mastering cognitive teaching methods, and developing chemical thinking. The research adopts a systematic approach to managing cognitive activity in chemistry education. It applies a methodology that integrates empirical and theoretical levels of knowledge, facilitating a transition from reproductive to heuristic and research-based learning. The study also focuses on creating tools and methods that help students acquire a comprehensive understanding of chemistry content and develop their thinking processes. The research emphasizes the importance of cognitive operations such as analysis, synthesis, and generalization, fostering students' abilities to solve complex tasks through reproductive, heuristic, and research-based learning approaches. A theoretical model of full-fledged cognitive activity is proposed, incorporating systematic, structural, psychological, and pedagogical principles to optimize learning outcomes. The results demonstrate that effective organization of cognitive activity enhances students' mastery of chemistry, improves reasoning skills, and fosters a style of chemical thinking, ultimately contributing to higher learning achievement.

RESEARCH APPROACH IN METHODOLOGICAL FUTURE SCIENCE TEACHER TRAINING

The article is devoted to a research approach implementation in the methodological training of future science teachers. The author emphasizes the need to develop research competence in higher education students majoring in the subject specialty 014.15 Secondary Education (Natural Sciences) and obtaining a professional qualification of a teacher of natural sciences, physics, chemistry, and biology to work in the New Ukrainian School. The article’s purpose is to reveal the essence of the research competence of future science teachers and the peculiarities of implementing the research approach in their methodological training. It has been established that the research approach involves the organization of the educational process in which learning takes place through research activities. The research competence of future science teachers is interpreted as an integrative quality of a personality that combines motivation for research, methodological knowledge and knowledge of research technologies, research skills, the ability to carry out research activities, organize them with students in teaching science subjects, and evaluate their effectiveness. It is determined that this research competence combines motivational, cognitive, activity-operational, and reflective components. The importance of methodological disciplines in the formation of research competence of future teachers of natural sciences, physics, chemistry, and biology is emphasized. It has been found that the research approach in the methodological training of future teachers requires the use of specific teaching methods and technologies (project, contextual, case technology, research laboratory work). It contributes to the research competence of higher education students development, in particular, their ability to organize students’ research activities in science classes in general secondary education institutions.

CONTENTS OF THE INFORMATIONAL AND METHODICAL COMPETENCE OF THE FUTURE CHEMISTRY TEACHER

The content of the informational and methodological competence of the future chemistry teacher is revealed in the article. The need to implement a competency-based approach to the professional training of future chemistry teachers was determined. It has been established that in the conditions of informatization of society, new components of the professional competence of the future chemistry teacher have arisen, related to the need for active use of information and communication technologies in the educational process. From the composition of the professional-pedagogical and methodical competence of the future chemistry teacher, the informational-methodical competence is distinguished, which is defined as a special system of personality quality, which represents the unity of competences in the field of chemistry, information and communication technologies, general and partial methods of teaching chemistry and educational technologies. The educational functions of the informational and methodological competence of the future chemistry teacher are defined: adaptive-corrective, stimulating-developmental, creative, normative-evaluative. It is proven that the formation of informational and methodological competence of the future chemistry teacher can be achieved as a result of the functioning of a complete didactic system, the most important function of which is to ensure the organization, management and orderliness of all components of the learning process related to the informatization of chemical education. It has been established that this will enable content-technological integration of various disciplines and create conditions for the formation and development of the informational and methodological competence of the future chemistry teacher. It is revealed that the informational and methodical competence in the structure of the future teacher’s professional activity performs specific functions and reveals specific properties determined by the peculiarities of professional activity in the information society. It has been proven that informational and methodical competence accumulates and structures all groups of professional and pedagogical competences and professionally significant personality qualities and is manifested in the ability to perform various professional functions and tasks based on the integration of informational, methodical and subject competences. We see the prospects for further research in the revealed structures of the informational and methodological competence of the future chemistry teacher.

Innovative pedagogy: nurturing excellence through an effective student-centered approach in medicinal chemistry courses

Medicinal chemistry educators face challenges in providing students with essential tools to ensure an ideal learning environment. The suspension of on-site classes during the COVID-19 pandemic introduced further obstacles. This study investigated learning outcomes in an online versus on-site medicinal chemistry course in Saudi Arabia, focusing on drug classes and biomolecular interactions. We utilized a causal-comparison study method using data from first-year Pharmacy students (P1) enrolled in the Medicinal Chemistry I course (semester 1) during the 2019–2020 (on-site class) and 2020–2021 (online class) academic years. Data were analyzed using JMP software. The online course utilized advanced virtual technology such as Blackboard Collaborate Ultra and other computational platforms. Data representing the performance of 196 students were obtained. The analyses of the assessment scores showed a mean of 80.45 ± 12.65 for the online class group compared with 71.90 ± 9.50 for the on-site class group. Most online students showed improvement in their active engagement and learning experience. Current data support the argument that there is no apparent difference between outcomes for online versus on-site medicinal chemistry courses. Furthermore, advanced tools and their application within the online instructional methodology play a critical role in the overall learning experience.

Аpplication of Digital Technologies in the Chemistry Classroom: Teachers’ Attitudes in 2019 and 2022

The successful integration of digital technologies in teaching depends on the skills and attitudes of the teachers. The presented research compares the attitudes of Bulgarian chemistry teachers for the application of digital technologies in the classroom before and after the distance learning, which became necessary in the period 2020 – 2022. The research instrument is a questionnaire containing 35 items and the survey was conducted online. Forty-eight chemistry teachers participated in the survey in 2019 year, and in 2022 – 49 teachers. Data were compared by non-parametric Mann-Whitney test. The results show significant differences in the attitudes of the chemistry teachers towards the application of digital technologies in the classroom, especially regarding their benefits in teaching and learning.

Chemistry Teachers’ Self-efficacy for Using Information and Communication Technology: A Survey Cross Sectional

The utilization of ICT in education could be further optimized due to the low self-efficacy of teachers. Teachers' years of teaching experience and the status of their schools have an influence on their ICT self-efficacy. This study aims to describe the differences in ICT self-efficacy among chemistry teachers based on their teaching experience and school status. This study used a quantitative approach with a cross-sectional survey method. The research was conducted in 31 high schools in Pekanbaru City and included a randomly selected sample of 50 chemistry teachers. The research instruments consisted of ICT self-efficacy questionnaires 14 items. ICT self-efficacy instrument declared valid and reliable using the Rasch model test. Additionally, interview data were employed to reinforce the findings from the questionnaire. The research questionnaire data underwent processing using analysis descriptive statistics and a two-way ANOVA test with SPSS. The results of the research show that there is a significant difference in the ICT self-efficacy of chemistry teachers based on the teacher's teaching experience with significance level of 0.005 and there is no difference the ICT self-efficacy of chemistry teachers based on school status with significance level of 0.783. The effect size test shows that the partial eta square value for the effect of teaching experience belongs to the high category while school status belongs to the low category.

Literacy Analysis of Chemistry Teachers on STEAM (Science, Technology, Engineering, Arts and Mathematics) Learning Approach in Senior High Schools in West Nusa Tenggara Province

The research was conducted with the following objectives: (1) to determine the literacy ability of chemistry teachers in West Nusa Tenggara Province towards the STEAM leaning approach; (2) knowing the supporting and inhibiting factors of the chemistry teacher's literacy about the STEAM learning approach. The research was conducted at A-accredited Senior High Schools in West Nusa Tenggara Province. The sample selection in this study used a purposive sampling technique with a total of 40 participants in 20 schools. Data collection include open question sheets and interview guidelines. The data analysis technique in this study uses the Miles and Huberman model with data reduction technique, data display, and verification. The result of this study the literacy of state high schools' chemistry teacher in West Nusa Tenggara Province related to the STEAM approach is in the medium category. The supporting factor for the literacy of chemistry teachers in State High Schools in West Nusa Tenggara Province is the existence of professional training and development such as training workshop, MGMP and P4TK. Other supporting factors are professional relationship and the ability to access internet media. The factors that hinder the literacy of chemistry teacher are the lack of training and professional development, the lack of ability to access the internet as an information tool in the search for literature and the limitations of school facilities and infrastructure and time allocation.

Development of the UNOChem Game to Improve Students Critical Thinking Skills on Factors that Affect the Reaction Rate Topic

The UNOChem game is a development of the UNO Stacko game that has been modified and designed with chemistry materials. This research aims to develop UNOChem games to improve students' critical thinking skills on the material factors that affect the appropriate reaction rate. The feasibility of the UNOChem game is seen in its validity, practicality, and effectiveness. This research refers to 4D design with three stages: define, design, and development. The limited trial was carried out in class XI-2 of SMAN 1 Kedamean. The indicators used in this study are interpretation, analysis, and inference. The validity was obtained from the results of the game assessment by two chemistry lecturers and one chemistry teacher. Practicality was obtained from observation of student activities and a questionnaire of student responses after using the UNOChem game. Effectiveness was obtained from the student's critical thinking skills test results. The study results showed that the validity obtained in each aspect of the obtaining mode was ≥ 4. The practicality of the UNOChem game based on the results of observation of students' activities as a whole got a practicality percentage of 87.4%. Meanwhile, based on the student response questionnaire, in the aspect of describing the level of students' interest in the UNOChem game, the percentage of practicality was 100%; in the aspect of describing the level of ease of understanding the material and doing critical thinking problems in understanding the material, the percentage of practicality was 93.3%. In describing the ease of using the game in the game, the rate of practicality was 94.9%. The game's effectiveness was obtained through an n-gain test with a score of 0.72. The effectiveness of the media is supported by the Wilcoxon Signed Rank Test (a non-parametric test), which shows a Sig. A value of 0.000 means there is a significant difference, and the UNOChem game can be declared effective. Based on the research results, the UNOChem game is suitable for learning material activities related to factors that affect the reaction rate of class XI high school.

Development of Project Based Learning E-Module on Salt Hydrolysis Material to Improve Student Learning Outcomes

The conventional printed modules used in schools have not been able to make students active and understand chemical concepts. Therefore, it is necessary to develop an interactive multimedia-based e-module grounded in Project Based Learning (PjBL), equipped with videos, images, and interactions to engage students and facilitate easier comprehension of chemical materials. The iam of this study is to improve the learning outcomes of class XI Science Muhammadiyah 1 High School Pontianak. The method used in this research is development (research and development) employing the ADDIE model, which includes the stages of (analysis, design, development, implementation, and evaluation). The research findings indicate very high criteria with an average validity coefficient of 0.93 for each aspect of media, materials, and language. The practicality analysis, based on the response questionnaires from the small group trial and the main field trial, showed practicality values of 71% and 74%, respectively, both with practical criteria. It can be concluded that the project based learning e-module developed is feasible to be used as an effective and practical learning tool for XI Science students and chemistry teachers in high schools.

Effectiveness of Problem-Based Learning to Improve Critical Thinking Ability of Chemistry Students on Acid-Base Material

This study aims to determine the improvement of critical thinking skills of chemistry students through a problem-based learning (PBL) learning model on acid-base titration material. The method used is analytical descriptive research based on categorizing critical thinking skills with the research subject of chemistry education students in a regular class in 2022, consisting of 35 students. Data collection of critical thinking skills using essay tests reveals critical thinking skills in interpretation, analysis, inference, deduction, and evaluation. Research data were obtained from pretest and post-test results. The results showed the lowest N-gain value on the interpretation indicator and the highest on the deduction indicator, with an average N-gain value of 0.59 in the moderate category. This shows increased critical thinking skills after being treated using the PBL learning model.

Building Catalytic Reactions One Electron at a Time.

ConspectusClassical education in organic chemistry and catalysis, not the least my own, has centered on two-electron transformations, from nucleophilic attack to oxidative addition. The focus on two-electron chemistry is well-founded, as this brand of chemistry has enabled incredible feats of synthesis, from the development of life-saving pharmaceuticals to the production of ubiquitous commodity chemicals. With that said, this approach is in many ways complementary to the approach of nature, where enzymes frequently make use of single-electron "radical" steps to achieve challenging reactions with exceptional selectivity, including light detection and C-H hydroxylation. While the power of radical elementary steps is undeniable, the fundamental understanding of─and ability to apply─these in catalysis remains underdeveloped, constraining the palette with which chemists can make new reactions.Motivation to remedy this traditional underemphasis on radical catalysis has been intensified by the runaway success of outer-sphere photoredox catalysis, not only confirming the versatility of radicals in anthropogenic catalysis but also teaching the value of robust and well-understood catalytic cycles for reaction design. Indeed, I would argue the success of outer-sphere photoredox catalysis has been fueled by strong fundamental understanding of its underlying radical elementary steps, with consideration of single-electron transfer (SET) energetics allowing new reactions to be designed de novo with enviable confidence. However, outer-sphere photoredox catalysis is an outlier in this regard, with other mechanistic approaches remaining underexplored.Our research group is part of a growing movement to expand the vocabulary of synthetic radical catalysis beyond the traditional outer-sphere photoredox SET manifold, assembling new cycles comprised of hydrogen atom transfer (HAT), light-induced homolysis (LIH), and radical ligand transfer (RLT) steps in new combinations to achieve challenging transformations. These efforts have been made possible by the ever-growing understanding of these radical elementary steps and discovery of catalyst systems with significant mechanistic flexibility, most recently iron/thiol (Fe/S) cocatalysis.In this Account, I will focus on our efforts applying HAT and LIH steps in Fe/S cocatalysis, sharing broad guidelines we have found helpful for using these steps and demonstrating how they can be combined to make new reactions using three case studies: radical hydrogenation (HAT + HAT), decarboxylative protonation (LIH + HAT), and alkene hydrofluoroalkylation (LIH + HAT, with an intervening radical alkene addition). These efforts have highlighted the importance of several key parameters, including bond dissociation energy (BDE) and radical polarity, and I hope our findings similarly provide a valuable framework to others designing new radical catalytic reactions.

A Cognitive Load Approach to Molecular Geometries: Augmented Reality Technology and Visuospatial Abilities in Chemistry

Within chemistry education, methods for effectively teaching students the three-dimensional spatial arrangements of matter at the molecular level remains a topical issue. As a form of geometric problem solving, it requires learners to apply mental rotation abilities as an evolved visuospatial skill to obtain subject-specific content knowledge. Recent research into the use of Cognitive Load Theory (CLT) as a framework for instructional design in conjunction with augmented reality (AR) technology as a learning tool has begun to show promise in reducing unnecessary cognitive activity to improve learning. Yet, broader conclusions remain inconclusive, especially within the context of a learner’s mental rotation abilities. This study investigated the relationship between these factors by collecting data using a 2 × 3 experimental design that divided a sample of Year 10 students (n = 42) into two groups. The intervention group (n = 24) used mobile devices utilising AR technology with instructional 3D molecular geometry content featuring design principles based on CLT to encourage hand movements to rotate three-dimensional molecular structures. The non-AR-based control group (n = 18) was taught using traditional methods. Analysis of the data revealed participants using AR technology that featured CLT design principles experienced less cognitive load and improved achievement in post-testing compared to those taught using traditional methods, suggesting under certain conditions, the use of hand movement applied to AR design material improves learning.

Integration of interactive computer simulations in teaching and learning chemical reaction: Students’ performance and concept retention

This current study presented the effects of interactive computer simulations on students' performance and concept retention in the unit of chemical reactions. Purposive sampling was used to select four schools with 320 students, in Kayonza district Rwanda. The Achievement test on chemical reactions was developed, validated, and checked for reliability. The participating students were in grade 8. The collected data was analyzed in MS Excel and SPSS. The independent sample t-tests were computed to compare the groups and reveal the effectiveness of interactive computer simulations. After the intervention, the experimental groups’ post-test means achievement scores of (8.67) were higher than that of the control groups (6.69). The difference between the two mean scores was statistically significant: t (318) = 6.3, p= .000. The experimental group also had higher mean post-retention-test scores of (M = 8.07, α = .29) than that of the control group (M =5.58, α = .19) which was statistically significant at t (318) = 7.28, p = .000. Therefore, it is concluded that interactive computer simulations enhance students’ performance and improve their concept retention. The study recommends that simulations should be used to supplement the teaching and learning of chemistry and other science subjects in general.

Application of Augmented Reality in Chemistry Education: A Systemic Review Based on Bibliometric Analysis from 2002 to 2023

This extensive bibliometric analysis examines Augmented Reality (AR) adoption and its effects on chemistry education from 2002 to 2023. AR's interaction, three-dimensional visualizations of molecular structures and reactions prove as a promising method for chemical concepts that are ever-increasingly sophisticated and for educational methods that tend to be less on repetition and more engagement. AR, by supplementing digital elements into the real world, enhances the visualization of more abstract chemical principles. VOSviewer and Biblioshiny were implemented for the visualization and analysis of Scopus database scholarly articles, conference proceedings, and educational case studies. Using this approach, relevant trends, themes, and the development of AR applications in chemistry education have been revealed. It is, therefore, obvious that the integration of AR in chemistry curricula has increased by far since the comprehension and student engagement in chemistry improved. AR applications improved spatial reasoning, which helps students understand molecular geometries and chemical reactions. This analysis shows that AR can be used for augmented textbooks and immersive lab simulations, demonstrating its educational flexibility. AR is a major step toward interactive and effective chemistry literacy. The study highlights AR in chemistry education and addresses emerging issues that will advance this dynamic field.

Improving 4C Skills Through the Application of Gamification-Based Interactive Evaluation Media Using Flipped Classroom Integrated Project Based Learning Model

This study sought to ascertain how well students' 4C skills were improved by utilizing gamification-based interactive evaluation materials in conjunction with a flipped classroom and project-based learning approach. Pre-experimental research with a quantitative approach and one sample class was the methodology employed in this study. Students enrolled in the Jambi University Chemistry Education Study Program's course on chemistry learning curriculum creation served as the study's samples. A questionnaire was used to collect data on the 4C competencies of the pupils. The normalcy of the variation in the students' 4C skills outcomes was examined. The data from the sample class is normally distributed and parametric tests can be performed if the significance value is higher than 0.05. In this study, one sample t-test was employed for hypothesis testing. To find out how well gamification-based interactive evaluation materials combined with a flipped classroom and project-based learning approach improve 4C abilities, hypothesis testing was done. The study's conclusion is that students' 4C skills can be effectively improved by implementing gamification-based interactive evaluation materials in conjunction with a flipped classroom and project-based learning approach.