Chemistry Classes Research Articles

Chemistry by hands: creation of signs in libras (brazilian sign language) for Essential terms for teaching chemistry

The deaf student’s educational basis lies in Libras, a linguistic system grounded in the visual-spatial modality. Despite being legally recognized for over 20 years, this language still lacks signs for scientific terms, including essential topics in chemistry teaching, making it difficult for deaf individuals to grasp this science. According to the literature, this terminological scarcity indicates the need for studies aimed at expanding the lexical repertoire of Libras. In this direction, this research aimed to produce signs for chemical terms in Libras to contribute to the proper construction of scientific concepts for deaf high school students at the Federal Institute of Bahia Campus Guanambi. Signs were created for ten terms: Base, Hydroxyl, Covalent Bond, Heterogeneous Mixture, Homogeneous Mixture, Oxidation, Reduction, Solution, Solute, and Solvent. The methodology was based on the assumptions of action research through the extension project “Chemistry by Hands.” The procedure used for the creation and validation of the sign-terms followed the approach proposed by Nascimento in 2016, with adaptations suggested by Pizano and colleagues in 2021. The created sign lexicon is virtually available on a YouTube channel @QuimicapelasMãos and on an Instagram profile @_quimicapelasmaos. It was concluded that the created and validated signs are of utmost importance for lexical expansion and vocabulary enhancement for language users, as they allow for advancement towards more meaningful learning and provide greater inclusion of deaf students in chemistry classes.

Fabrication of Carbon‐containing Nanoparticles in Chemistry Class

AbstractKohlenstoffhaltige Nanopartikel werden seit einigen Jahren intensiv als neuartige Funktionsmaterialien erforscht. Sie können aus kleineren Molekülen als Ausgangsstoffe, auch Präkursoren genannt, durch Pyrolyseprozesse hergestellt werden (Bottom Up). In folgendem Beitrag wird ein einfaches, direkt im Chemieunterricht einsetzbares Experiment zur Herstellung kohlenstoffhaltiger Nanopartikel vorgestellt, das als Präkursor den Naturstoff Saccharose nutzt. Es wird ein in der Fachliteratur formuliertes Reaktionsschema gezeigt und das Vorhandensein von Nanopartikeln durch Fluoreszenz bei Anregung mit UV‐Licht nachgewiesen. Das faszinierende Phänomen kann das Interesse von Schülerinnen und Schülern für die Thematik wecken und bietet curriculare Anschlussmöglichkeiten an die Chemie des Kohlenstoffs und die Nanochemie.

Uno chemist: didactic game on the content of chemical elements

Currently, there is concern regarding the teaching-learning process of some contents, such as those related to the teaching of chemistry, which are part of actions that must be carried out in high school according to the composition matrix. One of the alternatives to solve this problem has been to build and point out teaching materials to improve the methodology of classes taught by Natural Sciences teachers. Some of these materials that can contribute to the success of the teaching-learning process are educational games. Therefore, this research aimed to use the Uno game in teaching Chemistry for content related to chemical elements. Through the applicability of the playful game, it can be inferred for the evaluation and validation of the game with students from a state high school, using a questionnaire with objective questions in a qualitative research. It was noted that the proposed game pleased 1st year high school students, proving to be a viable alternative to be used in Chemistry classes, in addition to being able to streamline such classes, making them less monotonous and more interesting.

The Study of Strengthening Skills in High School Chemistry Micro-Lattice Teaching

At present, many chemistry normal students in China know little about strengthening skills and how to use intensive skills in teaching. However, to be a good chemistry teacher, you must master the strengthening skills. Because the appropriate and reasonable use of strengthening skills in chemistry class can focus students' attention, help students to maintain correct learning behavior, and inhibit or improve bad learning behavior. Chemistry micro-grid teaching is a practical training activity, which can effectively exercise and improve the various teaching skills of chemistry teachers or normal university students. After micro-teaching, normal university students can effectively improve and enhance their own teaching skills in a relatively short period of time. This paper introduces the research status of chemistry micro-lattice teaching and strengthening skills, briefly expounds the related concepts of chemistry micro-lattice teaching and reinforcement skills, and analyzes the individual cases of cultivating strengthening skills through chemistry micro-lattice teaching.

THE ROLE OF jj COUPLING ON THE ENERGY LEVELS OF HEAVY ATOMS

The study of atomic spectroscopy has a profound relationship with quantum mechanics and its comprehension. Since Bohr’s success with a theory for the atom, it has been established that spectrum lines originate from transitions between different states. Moreover, the analysis of complex spectra reveals that there are groups of spectral lines that compose what is called a multiplet. To rationalize the multiplet structure, we need models to characterize and label the quantum states. The characterization of the atomic states is a common subject in classes of physical chemistry and inorganic chemistry, and there are basically two approaches to infer and label the energy states: (i) the LS coupling scheme and (ii) the jj coupling scheme. Usually, only the LS coupling is presented, and this ends up omitting its underlying assumptions. Here, we present a survey of both approaches, highlighting their premises and their adequacy towards different groups of the periodic table, ions, and excited states configurations. We show that by using benchmark data together with the Landé interval rule, the appropriate use of the jj coupling to understand the atomic spectra of heavier atoms is easily conveyed.

REUTILIZAÇÃO DO ÁCIDO ACETILSALICÍLICO PREPARADO NAS AULAS DE QUÍMICA ORGÂNICA EXPERIMENTAL COMO REVELADOR DE IMPRESSÕES DIGITAIS: UMA APLICAÇÃO NO ENSINO DE QUÍMICA

REUSE OF ACETYLSALICYLIC ACID SYNTHESIZED IN ORGANIC CHEMISTRY LAB CLASSES AS A FINGERPRINT DEVELOPER: AN APPLICATION IN CHEMISTRY EDUCATION. Acetylsalicylic acid (ASA) synthesized in the practical classes of experimental organic chemistry is generally discarded after the classes. Thus, the objective of this work is to find an alternative application for ASA and to promote awareness about the recycling of chemicals in educational and research environments. In addition, it explores the subsequent application of this synthesized ASA in the creation of powdered developers for latent fingerprints. The adopted methodology included the recrystallization of the previously synthesized ASA, followed by the development of three distinct formulations of powdered developers, which include ASA, lignin, and methylene blue. Subsequently, these powders were used to identify latent fingerprints, demonstrating that they are promising substances for such applications.

Revolutionizing Hydrocarbon Education: How Concept Maps Improve Chemistry Outcomes

Purpose of the study: Purpose of the study This is For know There is whether or not improvement results Study students in class chemistry especially on the subject discussion hydrocarbon with use map draft . Methodology: Subject in study This is students of X Asy-Syafiiyah Air Tiris Islamic High School with amount student as many as 22 people. While object study This is improvement results Study chemistry in the main discussion Hydrocarbons . Subjects studied​ is lesson chemistry in the main discussion Hydrocarbons . Types of data obtained in study This that is types of qualitative data and quantitative data , which consist of from the result data learning and data on teacher and student activities . Data collection techniques in research This use documentation , observation , and interviews . Main Findings: Based on results research , use map draft For increase results Study students on the subject discussion hydrocarbons in class X MA Asy-Syafiiyah Watertiris Kampar District , Kampar Regency makes student more active and improving performance students . Data collection with using post test , repeat daily each cycle and documentation . Author give number For every cycle , namely before action 59.00%, Cycle I 67.50%, Cycle II 81.50%. Novelty/Originality of this study:Concept map-based learning methods revolutionize the way chemistry is taught, making hydrocarbon material easier to understand and apply.

PENSAMENTO QUÍMICO E AS HABILIDADES COGNITIVAS DE ESTUDANTES EM UMA AULA EXPERIMENTAL

The inclusion of experimentation in Chemistry classes represents a pedagogical tool to improve the understanding of concepts, enabling students to establish connections between content and scientific practices. Through experimentation, it is possible to enrich the learning experience by stimulating the development of students' chemical thinking and cognitive skills. In this study, we analyzed the different levels of cognitive skills demonstrated by students in a Chemistry course when answering questions provided during an experimental activity. We also investigated whether these levels are related to the variables of progress in chemical thinking. Data were collected in a course taught for the final year of an undergraduate Chemistry course at a university in the southern region of Brazil. Data analysis was conducted according to the principles of content analysis. Data collection included several documents, such as the pre- and post-experiment questions present in the class outline, as well as the written answers of the undergraduates to these questions. The questions and the students' answers were categorized into different levels of cognitive skills. In addition, the students' answers were categorized according to the variables of progress in chemical thinking. We found that the activity allowed students to move through different variables and demonstrate levels of higher-order cognitive skills. We identified connections between the levels of cognitive skills in the students' responses and the levels of the questions. Finally, we propose a model that integrates different levels of chemical knowledge, distinct cognitive skills, and the variables of progress in chemical thinking, allowing teaching and learning in Chemistry to transcend the mere assimilation of information, encompassing an in-depth understanding of the nature of chemistry.

Exploring High School Students' Experiences on Chemistry Laboratory Classes in Blended Learning Environment

Chemistry laboratory activities cultivate scientific inquiry that enable students to experience and discover scientific processes and occurrences. Likewise, research examining the synergy of online and face-to-face modalities in the context of post-pandemic education is still in its formative years. Drawing from this premise, this study aimed to analyse the insights and experiences of senior high school students in chemistry laboratory classes in a blended learning environment. This research utilized a case study approach that involved fifteen (15) Grade 12 STEM students. Data sources included responses to survey questionnaire and semi-structured interviews which elicited students’ insights and experiences on chemistry classes in blended learning setting. Thematic analysis revealed several themes such as social interaction, affective domain, lesson understanding, and course design and resources that encapsulated the benefits, challenges, and suggestions for improvement of a blended learning environment. Particularly, designing chemistry laboratory classes in a blended learning set-up should capitalize on the learners’ context, hence, a framework illustrating the considerations in redesigning chemistry classes is also crafted based on student’s experiences and recommendations. These findings shed light on the redesigning of both the online and face-to-face components of blended learning into a seamless learning environment that optimizes science learning amid the transition in the educational landscape.

Longitudinal Study of Students’ Study Approaches in Organic Chemistry Classes: Using Structural Equation Modeling (SEM) to Detect a Response Shift in Data from the OCH-Adjusted M-ASSIST Instrument

Longitudinal Study of Students’ Study Approaches in Organic Chemistry Classes: Using Structural Equation Modeling (SEM) to Detect a Response Shift in Data from the OCH-Adjusted M-ASSIST Instrument

Conjugation Chemistry Markedly Impacts Toxicity and Biodistribution of Targeted Nanoparticles, Mediated by Complement Activation.

Conjugation chemistries are a major enabling technology for the development of drug delivery systems, from antibody-drug conjugates to antibody-targeted lipid nanoparticles inspired by the success of the COVID-19 vaccine. However, here it is shown that for antibody-targeted nanoparticles, the most popular conjugation chemistries directly participate in the activation of the complement cascade of plasma proteins. Their activation of complement leads to large changes in the biodistribution of nanoparticles (up to 140-fold increased uptake into phagocytes of the lungs) and multiple toxicities, including a 50% drop in platelet count. It is founded that the mechanism of complement activation varies dramatically between different conjugation chemistries. Dibenzocyclooctyne, a commonly used click-chemistry, caused aggregation of conjugated antibodies, but only on the surface of nanoparticles (not in bulk solution). By contrast, thiol-maleimide chemistry do not activate complement via its effects on antibodies, but rather because free maleimide bonded to albumin in plasma, and clustered albumin is then attacked by complement. Using these mechanistic insights, solutions are engineered that reduced the activation of complement for each class of conjugation chemistry. These results highlight that while conjugation chemistry is essential for the future of nanomedicine, it is not innocuous and must be designed with opsonins like complement in mind.

Moving Beyond 2D Covalent Bonding

This three-lesson sequence is from a Bonding unit in a sophomore High School Chemistry class that focuses on the formation of covalent bonds in simple molecules. The purpose of these lessons is for students to apply their knowledge of atomic structure and electron arrangements, and understand, at an atomic level, why non-metal atoms share pairs of electrons to achieve electronic stability. Learning objectives are formatively assessed throughout the lessons, focused on addressing student misconceptions. This is done through drawing diagrams and simple 2D models, teacher-led question/answer and discussion, and an in-class worksheet. For this three-lesson sequence, eight 3D experiences were created to support the visualization of the covalent bond formation and minimize students’ misconceptions. This paper focuses on two 3D experiences, water and carbon dioxide.

INTEGRATED TECHNOLOGY IN FORMING CHEMISTRY STUDENTS' FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

This study investigates the possibility of using the Content Language Integrated Learning (CLIL) method to develop organic chemistry students' foreign language skills and subject content. The relevance of the research is explained by the lack of theoretical and methodological training tools related to the use of CLIL teaching technology for pedagogical universities. The goal of the scientific article is to prepare study organization modeling focusing on the formation of foreign language professional communicative competence (FLPCC) of future chemists based on CLIL and justify its effectiveness. To accomplish this goal, the paper shows the outcomes of implementing the author's model of cultivating pedagogical university students and the effectiveness of teaching and learning utilizing CLIL in various chemistry classes. In addition, the Quasse research method was applied to implement this approach. Interviews, observations, and data analysis from questionnaires were employed to obtain information. The research can be beneficial for university teachers in CLIL practice, as well as for teachers dealing with the issue of students' formation of FLPCC. Moreover, the research findings confirm that using the proposed approach will enhance the quality of training for aspiring chemical specialists who can freely communicate in the professional sector in English and have honed their speaking skills.

New class of Thienopyridines: Design, synthesis, antimicrobial activity and molecular docking study

New class of Thienopyridines: Design, synthesis, antimicrobial activity and molecular docking study

Extending access for all chemistry students with extended reality

Equal access to instructor’s time and attention in chemistry classes and laboratories can be a barrier experienced by students from historically excluded groups. An instructor’s own biases will determine the nature of their interaction with students, and even well-meaning instructors can interact with students in slightly different ways, which might prevent certain students from having access to all the available instructional resources for the class. This is an additive problem, which may or may not be recognized in peer and student evaluations, and an issue that might escape self-reflection even in educators that are committed to diversity, inclusion, and justice. This issue conflates both actual and perceived biases, introducing a complex dynamic between instructor and student. Extended reality (XR) provides an avenue to generate materials that can be used to enhance or replace classroom instruction with a great degree of realism. In this paper we will discuss the implementation of a set of virtual reality (VR) organic chemistry labs. We will show that XR learning tools are by their very nature accessible and inclusive of a wide variety of students and will provide evidence from student reflections that shows that students from historically excluded groups find the XR content offered in our virtual reality labs more personal than in-person activities covering the same material.

Bridging the Gap: Examining Student Engagement in a Hybrid POGIL General Chemistry Class

Bridging the Gap: Examining Student Engagement in a Hybrid POGIL General Chemistry Class

Impact of pandemic-driven online education on student evaluation scores: A comparative study in natural sciences

ABSTRACT The COVID-19 pandemic necessitated the adoption of online systems by educational institutions for infection control. The widespread implementation of online systems presented an opportunity to assess the impact of online education. However, research into the perceptions of students who directly experienced these changes remained relatively underexplored. This study conducted a comparative analysis of student evaluation of teaching scores (SET) before and after the pandemic to examine the impact of accelerated online system adoption on student satisfaction. This study employed a quantitative research design, utilising Ordinary Least Squares regression for the analysis. The analysis utilised SET data from 49,201 students enrolled in the College of Natural Sciences of a top-ranking university in South Korea from 2018 to 2020. The results showed that theory courses that emphasised information delivery demonstrated minimal changes in evaluation scores. By contrast, laboratory courses requiring direct student engagement and controlled environments demonstrated decreased scores. Notably, mathematics, with a conducive online learning environment for laboratory courses, exhibited improved post-pandemic evaluations. Furthermore, the student evaluation of teaching scores decreased in chemistry classes that require restricted laboratory settings. These findings highlight the importance of considering instructional characteristics when integrating modern technologies into educational systems to effectively replace traditional lectures.

Accomplishing lesson ending: bringing lesson to an end

ABSTRACT This ethnomethodological study examines the dynamics of lesson closure in diverse classroom settings, drawing on the sequential analysis of five video-recorded lessons in history, literature, chemistry, and geography classes. The detailed analysis of teacher-student interactions during the lesson endings in a tenth-grade high school classroom in Ankara sheds light on the temporal, social, and interactional processes involved in concluding lessons. The ringing of the bell emerges as a key temporal marker signalling the end of the lesson, while teachers play a central role in orchestrating closure through verbal and non-verbal cues. The interactional dynamics between teachers and students also reveal the negotiation of roles and responsibilities, with students demonstrating orientation to the lesson closure through preparatory actions. Furthermore, the structured nature of lesson closure is evident in sequential patterns and the deployment of terminal components. The study highlights the dynamic nature of classroom interactions during lesson endings, underscoring the formal interactional dynamics at play. Overall, the findings contribute to the understanding of lesson closure processes and offer insights for educators, researchers, and policymakers aiming to enhance teaching and learning experiences in diverse educational contexts.

Teaching green and sustainable chemistry by the example of wood biorefinery – a teaching and learning sequence for secondary education chemistry classes

AbstractWir treffen täglich Wahl‐ und Konsumentscheidungen, die das Ausmaß an Umweltverschmutzungen, Treibhausgasemissionen und Ressourcenverbrauch beeinflussen. Der Umgang mit Produkten der chemischen Industrie ist dabei eine besondere Herausforderung. Verbesserungen chemischer Prozesse unter Berücksichtigung der Prinzipien der Grünen Chemie können helfen, diese Herausforderung zu bewältigen. Zum Schutz des Klimas und der Umwelt brauchen wir verantwortungsbewusste Entscheidungsträger:innen und informierte Bürger:innen gleichermaßen. Um nachhaltige Entscheidungen treffen zu können, ist naturwissenschaftliche Grundbildung notwendig, deren Grundlagen u.a. im Chemieunterricht gelegt werden müssen. In diesem Beitrag stellen wir eine Unterrichtsreihe zur Grünen und nachhaltigen Chemie am Beispiel der Holz‐Bioraffinerie für Lernende der Sek. II vor, die klassische Fachinhalte vor dem Hintergrund nachhaltiger Chemie beleuchtet und dadurch zur Förderung von Urteils‐ und Handlungskompetenz bezüglich aktueller Herausforderungen beiträgt.

Peer instruction in chemistry classes: systematic review on contributions and possibilities

This work provides a mapping of studies concerning Peer Instruction (PI) in the teaching of chemistry. To this end, a systematic review was undertaken of how PI has been implemented and investigated in chemistry classes, as well as the impact of PI on the learning outcomes of students. The review covers the period from 1991 to 2022. The reported studies were mainly conducted at higher education institutions, at public universities in England, Turkey, the USA, and Brazil. In chemistry courses, the PI method was implemented in subareas such as general chemistry, physical chemistry, and analytical chemistry. Some studies adapted PI to online courses, while others compared different types of peer groups and investigated the influence of different factors on PI, such as pre-class reading and showing live voting results. The effectiveness of PI varied depending on the way it was implemented, such as in peer grouping, online activities, or presential classes. The outcomes of PI in chemistry classes have mainly been monitored by means of the perceptions of the students, with performance in answering conceptual questions frequently being used as an assessment tool. This review found only a few studies concerning PI in chemistry, particularly in high school chemistry classes. Additionally, pre-class activities were not widely employed. Most of the articles utilized quantitative analysis and indicated positive outcomes for the learning process.