High School Chemistry Teachers Research Articles

Pedagogical content knowledge about the sustainability of high school chemistry and biology teachers

AbstractPedagogical content knowledge is specialised knowledge resulting from the practice and experience of the teacher in the classroom. This research aims to analyse teachers’ thinking based on the study of this knowledge and its application to sustainability in teachers who teach the subjects of chemistry and biology at the high school level in Mexico City. The methodology was a multiple case study of ten in-service high school chemistry and biology teachers. The results made it possible to analyse the teachers’ thinking about teaching sustainability in the context of biology and chemistry about the following central topics: ecological balance, natural resources, biodiversity, ecosystems, environment, energy, climate change, and pollution. It was possible to obtain information about how teachers understand teaching–learning processes for sustainability, their knowledge about the topics analysed, the strategies used, the representations and the different evaluation activities they use, and the difficulties that arise when teaching sustainability in their classes.

Development of an Electronic Module (E-Module) Chemistry Based on POE (Predict, Observe, Explain) on Reaction Rate Study Materials

The social restrictions that were implemented due to the COVID-19 pandemic had a profound impact on the field of education. There was an adaptation of changes from conventional to distance learning processes. This study aimed to develop a Chemistry Electronic Module (e-Module) based on the POE (Predict, Observe, Explain) approach to the study material of Reaction Rates for 11th grade science students. This module used videos as a stimulus for the student’s learning process in three learning stages: predict, observe, and explain. This Research and Development research inspired by Borg and Gall used descriptive methods for analysis. The instrument used for this study was a questionnaire. The results from the validation test by three material and language experts, as well as media experts, showed that this e-module was classified as well to be very good for a percentage range of 80-90%. The results of the e-module feasibility test for seven high school chemistry teachers, 18 high-school students of class XI IPA, and 40 undergraduate students of Chemistry Education at the State University of Jakarta on the aspects of the developed electronic module were obtained with scores ranging from well to excellent with a percentage range of 81-94%. It can be concluded that the developed electronic module is suitable for use as independent teaching material for students on the material of reaction rates.
 Keywords: chemistry electronic module, POE, reaction rates

Senior high school chemistry teachers’ knowledge and use of group work as a teaching strategy

The study investigated the knowledge of chemistry teachers in using group work as a teaching strategy in teaching chemistry at the senior high schools (SHSs) in Ahafo and Bono Regions of Ghana. The sequential explanatory mixed method design was adopted for the study. All 58 chemistry teachers in the 20 purposively sampled SHSs participated in the study. A structured questionnaire, interview guide and an observation checklist were the research instruments. The descriptive techniques used for the analysis of data were percentages, means and standard deviation while Chi-square used for inferential analysis. The results revealed that a statistically significant number of chemistry teachers were knowledgeable in the use of the cooperative teaching strategies but adopted it occasionally based on unavailability of time and resources. The study recommended in-service training and workshops be organized on the impact of group work as a teaching strategy to enhance chemistry teachers understanding and motivation to use group work more frequently in their teachings. This promotes active learning among students through debates, questioning and discussions.

Pengembangan LKPD Elektronik Berbasis Problem Based Learning pada Materi Elektrokimia

Learning resources that are often used in learning only use limited print media and do not attract students' motivation, scientific attitude, and learning independence. For this reason, the right learning media is needed to improve it through electronic student worksheet media. This study aims to produce electronic student worksheet based on Problem-based Learning (PBL) on electrochemical material that is suitable for use in learning chemistry, determine characteristics, analyze practicality based on the assessment of high school chemistry teachers, and analyze responses and readability based on the assessment of high school students. This research used the Research and Development (R&D) research method with the 4D development model. The electronic student worksheet contains 4 learning activities and is equipped with pictures, audio, video, and declared feasible by chemistry learning experts. The results of the practicality test assessment by chemistry teachers obtained an average score of 94.4 out of a maximum score of 105 and an ideal percentage of 89.90% which is included in the ‘Very Good’ category. The results of the response test assessment and readability by students obtained an average score of 52.2 from a maximum score of 60, an ideal percentage of 87.50% which is included in the ‘Very Good’ category

The importance of integrated STEM learning in chemistry lesson: Perspectives from high school and vocational school chemistry teachers

Different goals of high schools and vocational schools in Indonesia become the main factor causing the distinction of preparedness of chemistry teachers in using the Science, Technology, Engineering, and Mathematics (STEM) approach in their teaching. Yet the High School Chemistry Teachers (HSCT) and Vocational School Chemistry Teachers (VSCT) need to have positive perceptions about STEM since it offers students meaningful chemistry learning. Through an explorative survey method, this research investigated in-service chemistry teachers' perspectives toward the implementation of STEM in high school and vocational schools of chemistry. A number of 131 in-service chemistry teachers (82 HSCT and 49 VSCT) from Yogyakarta, Indonesia, voluntarily participated in this research through a saturated sampling technique. Perception Scale on STEM (PC-STEM) consisting of 54 closed-ended questions and seven open-ended questions were used as the data collection tools. The data were analysed following content analysis using interpretive coding, descriptive statistics, and the one-way MANOVA test. The findings showed that HSCTs' and VSCTs' perspectives toward STEM fall into the good category. Thus, integrated STEM learning is potential to be used in chemistry lessons at high school and vocational school. However, there were no statistically significant differences in HSCT and VSCT perceptions about the implementation of STEM in chemistry learning. Unfortunately, despite their perception being good, both groups of teachers signified a poor experience in applying STEM in their chemistry lessons. Therefore, teachers' professional development program about STEM is needed for chemistry teachers to implement STEM-based chemistry learning.

Supporting chemistry teachers’ formative assessment with a three-dimensional learning progression

ABSTRACT International science education reforms seek to support teachers in using everyday assessment to draw out and work with student ideas; however, developing these instructional practices requires time and support. This paper investigates how a professional development program supported high school chemistry teachers to learn about formative assessment design with a learning progression for modelling energy. Five high school chemistry teachers participated over the course of one academic year, attending bimonthly school-based sessions in which they designed, enacted, and reflected upon formative assessment tasks. We used qualitative methods to analyze recordings of professional development meetings, videorecorded classroom observations, and interviews. Findings suggest that the professional development approach supported teachers’ learning about tools and routines of formative assessment with the learning progression, and in turn, they were able to apply this learning in their classroom practice.

Electronic Portfolio Assessment Strategy Using Google Classroom to Improve Students’ Abilities in Learning Chemistry

This research aims to determine electronic portfolio assessment strategies using Google Classroom to improve students' abilities in learning chemistry. Assessment is an important aspect of learning to measure students' abilities. Characteristics of chemical material that contains calculations and concepts and has connections between concepts, requires the ability to master concepts and critical thinking skills of students in learning chemistry. Electronic portfolio assessment using Google Classroom is one of the uses of technology in the field of education. The method used in this research is a survey method. This research involved ten (10) high school chemistry teachers from various schools in Sumedang Regency. The data collection technique uses a questionnaire with qualitative data type. The research results show that teachers have implemented various types of assessment in chemistry learning. However, only 70% of teachers have implemented electronic portfolio assessment and it is not optimal. In using chemistry learning media, all teachers have used the application Google Classroom. In terms of students' abilities, both the ability to master chemical concepts and critical thinking skills are still quite low. The conclusion in this research is an electronic portfolio assessment using Google Classroom can be an alternative to improve students' abilities in learning chemistry.

Development of a Video on How to Make Synthetic Indicators in the Laboratory to Improve Practicum Competence of Prospective Chemistry Teachers

The competence to make synthetic indicators is terribly required by chemistry teachers in high school in order that the implementation of practicum can run more effectively and efficiently. This study aimed to develop a practicum video on how to make synthetic indicators and find out the quality of the developed video. This study was a Research and Development (R&D) study with 4D development model (Define, Design, Develop, and Disseminate). The product was a practicum video on how to make synthetic indicators, in the form of MP4, containing the creation of phenolphthalein, starch, Tollens, and Fehling indicators. The product was assessed by one material expert, one media expert, and four reviewers (high school chemistry teachers). The results of product assessments based on quality, from media expert, it got a percentage of 96% in the very good category; from material expert, it got a percentage of 95% in the very good category; and from reviewers, it got a percentage of 98.33% in the very good category. Furthermore, the video was also responded very well by prospective chemistry teachers with an ideal percentage of 98%. Based on the results, it can be concluded that the developed product is feasible to be used in the learning process to improve the ability of prospective chemistry teachers to make synthetic indicators in the laboratory

Applying Technical Science Process in Teaching STEM Topics under Model School with Production Practice and Social Life in Vietnam

Currently, STEM (science, technology, engineering, and mathematics) teaching that applies scientific and technical processes is an approach to effectively implementing education in Vietnam. This paper describes the application of scientific and technical processes in teaching STEM topics in a school model associated with production, business, and social life in Vietnam. This experimental study elicited feedback by experts and high school chemistry teachers. Data were collected through expert evaluation forms and questionnaires answered with reference to a Likert scale, and the results were analyzed using quantitative analysis. The research proposed STEM topics associated with production practice and social life for teaching physics, chemistry, and biology in Vietnam. Through the proposed process, we designed and organized 33 STEM education topics associated with production and social life in teaching physics, chemistry and biology. Research results show that teaching STEM topics associated with production practices and social life has clear advantages. Teachers' knowledge and use of STEM topics was found to be at a high level. The study confirmed the effectiveness of applying scientific processes in teaching STEM topics and creating connections between schools and production practices.

A Computational Chemistry Course for Teachers: From Research Laboratories to High-School Chemistry Teaching

A Computational Chemistry Course for Teachers: From Research Laboratories to High-School Chemistry Teaching

Analysis of online assignments designed by chemistry teachers based on their knowledge and self-regulation

Abstract Learners’ independence and self-regulated learning (SRL) may be achieved by online teaching, promoting learners’ 21st century skills. Transitioning into online learning and teaching requires a variety of teachers’ knowledge types and competencies. Mapping these knowledge types with a dedicated tool can help improve teachers’ professional development processes to enhance the SRL of teachers and subsequently students. We aimed at investigating the types of knowledge chemistry teachers expressed in online assignments they had designed, which included guidelines to foster their students’ SRL, and reviewing their reflections upon implementing these assignments. The participants were 20 high school chemistry teachers, who took part in two professional development programs focusing on fostering students’ SRL skills in online assignments, the teachers had designed. Research tools included teachers’ online assignments and teachers’ written reflections. We analyzed the assignments using a special rubric, which consists of three types of teachers’ knowledge: technological pedagogical and content knowledge (TPACK), assessment knowledge (AK), and SRL. Findings show that the analysis rubric of online assignments, designed by teachers, enabled identifying various teacher knowledge types and their levels. The use of a validated rubric for mapping and assessing teachers’ knowledge types is a methodical contribution to research on chemistry teachers’ professional development.

Chemistry teachers’ pedagogical content knowledge in teaching hybridization

Pedagogical content knowledge, PCK, a concept in teacher education requires additional focus and attention by pre-tertiary teachers to improve teaching and learning and learners’ performance. The study adopted PCK model developed by Magnusson et al. (1999) to investigate senior high school (SHS) chemistry teachers PCK in teaching the concept of hybridization. The study adopted a qualitative approach using the case study design. Six chemistry teachers from six SHSs in the Upper West Region of Ghana were purposively sampled for the study. Semi- structured interviews, lesson plans analysis and observations were used as data collection instruments. Data was analyzed using content analysis. The findings reveal that most of the teachers have high knowledge of instructional strategies and knowledge of the science curriculum. In addition, it was revealed that many of the teachers have inadequate knowledge in their orientation towards science teaching, assessment of scientific knowledge, and in knowledge of students understanding of science. It was concluded that the teachers’ PCK was inadequate since knowledge of instructional strategies and knowledge of curriculum alone does not define an effective science teacher. The study recommended that in-service professional training in PCK should be organized for teachers to improve their classroom practices.

Assessment of Teachers’ Instructional Practices: Towards Proposing an Innovative Instructional Model for Teaching-Learning Material in Chemistry

Twenty-first-century teaching focuses on the standards of teaching practice to improve instruction and learning outcomes. Teachers as the key figures in school are called upon to reflect on their instructional practices and exemplify the highest standard for teaching grounded in global best practices. This study aimed to assess the teachers’ instructional practices and identify challenges before and during the COVID-19 pandemic to effectively implement instructional strategies in the teaching of chemistry. The respondents were composed of 107 public Junior High School chemistry teachers in the 8th district of Cavite. The mixed-method sequential explanatory research design was used. Quantitative data were collected using the Science Instructional Practices Survey and the questionnaire on the teachers’ perceptions of emergency remote teaching, while qualitative data were gathered utilizing focus group discussions, classroom observations, and virtual interviews. The findings of the study showed that chemistry teachers’ instructional practices include prior knowledge and traditional instruction. Before the COVID-19 pandemic, four major themes emerged as challenges to teachers in effectively implementing various instructional strategies: learner characteristics, teacher competency, the language of instruction, and classroom management practices. Five themes were identified as challenges to teachers during the pandemic, namely, appropriate assessment strategy, feedback mechanism, technology usage and availability, parental involvement, and appropriate teaching-learning materials. The findings in this study provided valuable inputs in the development of an innovative instructional model for designing a chemistry lesson.

Investigating the Influence of an Online Intervention on the Development of High School Chemistry Teachers’ PCK about Environmental Sustainability

Creating awareness of environmental sustainability issues through formal education may be an effective way to help citizens deal with these issues. Teachers, however, have not been sufficiently trained on how to teach with sustainability concerns in mind. For this study, a purposively selected group of six chemistry teachers was exposed to an online professional development intervention (PDI) whose content draws on collective pedagogical content knowledge (cPCK) about the extraction of metals and mining as related to environmental sustainability. This paper reports on a study that explores the transfer of knowledge from cPCK to personal PCK (pPCK), and from pPCK to enacted PCK (ePCK). Data were collected using a pre- and post-PDI questionnaire, interviews and a lesson plan template. These tools were used to capture the teachers’ pPCK and ePCK. During the analysis of the data, a validated PCK rubric and a master content representation created by experts were used. The PCK components of knowledge of curricular saliency, student thinking and conceptual teaching strategies constituted the lens through which the researchers investigated the chemistry teachers’ PCK. The findings of this study revealed that the intervention enhanced the quality of the teachers’ ePCK about extraction of metals, by informing their pPCK. It also showed that despite being exposed to the same intervention, the PCK of all the teachers did not develop to the same extent. Four of the six participants showed a positive gain in the quality of their PCK across all three components, while the other two only showed a positive gain on two of the three components. The differences in PCK development within the context of chemistry teaching were attributed to the presence of amplifiers and filters. The study contributes to both theory and practice, highlighting the need for research-informed continuous professional development of teachers in education for sustainability and suggesting ways to infuse sustainability into their teaching of chemistry.

Development of Motion Graphic Video for Electrolyte and Non-Electrolyte Solutions to Increase Senior High School Students' Interest in Learning

Electrolyte and non-electrolyte solution material is an abstract chemical material. Therefore, learning media is needed so that the material becomes concrete to increase students' interest in learning and understanding and avoid misconceptions. This research aims to develop a motion graphic video on the material of electrolyte solution and non-electrolyte solution and determine the quality of the resulting product. This research is development research (R&D) with a 4D model (Define, Design, Development, and Disseminate), but this research is only up to the development stage. One material expert, one media expert, and four reviewers (senior high school chemistry teachers) assessed the product. Material experts' results of the product quality assessment get 95% in the Very Good category, media experts get 90% in the Very Good category, and reviewers get 91.25% in the Very Good category. In addition, the results of student responses obtained 98%. Based on the assessment results, it can be concluded that motion graphic video can be used as an alternative learning media on electrolyte and non-electrolyte solutions to increase student interest in learning.

Development of Learning Videos for Simple Chemistry Practicum with Acid-Base based on Green Chemistry Topic for Students of Class XI

Practicum is critical for students to develop their abilities and comprehension of the subject being studied. The lack of a laboratory and a laboratory assistant, as well as limited instruments and practicum materials, are the primary reasons why practicum activities are not performed in schools. Therefore, the use of instruments and materials which are available in everyday life can be an alternative to keep carrying the practicum out. This study aimed to develop a simple chemistry practicum video on green chemistry- based acid-base solutions and determine the quality of the developed video. The research method employed was development research (R D) which adapted the 4-D models (define, design, development, and disseminate), although it was limited to the stage of development in this study. The research instruments used were the product quality assessment sheets for material expert, media expert, reviewers (senior high school chemistry teachers), and student response sheets. The developed product was a video containing determining the best indicators, making pH routes, determining the pH of acid-base, and acid-base titrations. A quality assessment on the product by material expert was 95% with the very good category; from media expert, it got a percentage of 95% with the very good category; and from reviewers, a percentage of 95% with the very good category was obtained. Furthermore, based on student responses to the product, a percentage of 98% with a very good response category was also obtained. Based on the results, the developed product was appropriate to be used as an alternative media to replace acid-base chemistry practicum in schools

Development of Test Instruments to Test Students' Understanding of Macroscopic, Sub-Microscopic and Symbolic Levels in Acid-Base Titration Material Using the Rasch Model

This study created a test instrument that can test students' understanding of the macroscopic, sub-microscopic and symbolic levels in acid-base titration material that has been tested for validity, reliability, difficulty index and differential power of the questions . This development research uses the Rasch model. The subjects of this study were four lecturers, two high school chemistry teachers and 35 students of SMA N 2 Padang. The object is the quality of the test instrument that meets the criteria of validity, reliability, difficulty index and discriminatory power . Data analysis used the MiniFac and Ministep programs. This study has 10 stages, namely: (1) Defining the construct, (2) Identifying the construct, (3) Designing the items, (4) Testing the product, (5) Analyzing the data, (6) Reviewing the results of the analysis, (7) Reviewing the map wright, (8) Repeat steps 4-7, (9) Claim product quality, (10) Develop documentation. The results showed that the suitability of validation by experts using the MiniFac program was the exact agreement and expected agreement values were very close, namely 95.8% and 95.4%, this indicated that the results of this analysis fit the model and its estimation. Likewise testing of students using the Ministep program. Each item can be said to be valid because it meets the criteria of the MNSQ, ZSTD and PtMean Corr. The instrument is also claimed to be reliable because it has a value of 0.92 . The difficulty index and discriminating power of the items also varied from the easiest to the most difficult.

Development of Interactive Electronic Module for Charged Reaction Rate Science Technology Engineering and Mathematics (STEM)

Students' low critical thinking ability requires teachers to design the learning process creatively. One of the efforts teachers can make is integrating teaching materials with technology and learning models of Science, Technology, Engineering, and Mathematics (STEM). This study aims to develop an interactive electronic module containing STEM on the reaction rate material and determine the resulting module's quality. This research is development research (R&D) with a 4D development model (Define, Design, Develop, and Disseminate). The product is an interactive electronic module containing STEM in the form of HTML containing material, interactive quizzes, and STEM projects. The research instrument used was a quality assessment sheet for media experts, material experts, reviewers (high school chemistry teachers), and response sheets for class XI high school students. The results of the product quality assessment by media experts get a percentage of 96.7% in the very good category, material experts get 82.2% in the good category, and reviewers get 95.0% in the very good category. The students responded positively to the module with a percentage of 96.0%. Based on the assessment results and student responses, it can be concluded that the product developed is feasible to be used as an alternative media in the learning process on the reaction rate material to improve students' critical thinking skills

PERCEPTIONS OF LEARNERS AND EDUCATORS ON THE IMPACT OF USING INSTRUCTIONAL RESOURCES IN HIGH SCHOOL CHEMISTRY TEACHING

In the interest of investigating the implications about using educational materials in teaching and learning chemistry in Bayelsa State secondary schools from the viewpoints of both students and instructors, this study used an ex-post-facto research approach. Two hypotheses were investigated, and four research questions were addressed. A sample of 123 respondents from all 43 secondary schools in the Central Senatorial District that offer chemistry instruction was polled. A three-part survey was utilized for collecting the data, and the findings indicated that there was little utilization of teaching aids during chemistry lectures. The utilization of instructional materials in class, according to the students, helped them learn chemistry in a variety of ways.The mean scores of students who studied chemistry using instructional resources as opposed to those who did not differed significantly as well. The studys conclusion included a suggestion that the Bayelsa State government supply sufficient instructional resources in all secondary schools for effective chemistry teaching and learning.

The Practical Exploration of Life-oriented Chemistry Teaching in Senior High School from the Perspective of “Internet +”

The implementation of life-oriented teaching has gained significant attention in the field of education. In the era of “Internet +”, education and teaching must make full use of its advantages to promote innovation and reform in education. The use of internet tools and thinking in chemistry teaching can optimize educational activities, align with contemporary students’ cognitive requirements, and bring chemistry closer to the times and life. This paper adopts the literature research method to analyze and summarize relevant literature on “Internet + Education” and “life-oriented teaching”, and then applies the findings to explore the application of “Internet +” in high school chemistry teaching. The paper is divided into three parts. The first part is a theoretical research that introduces the selected topic’s background and current status through relevant literature and materials. The second part systematically analyzes and summarizes the specific application of “Internet +” in teaching and the infiltration path of the concept of life in high school chemistry teaching based on existing research. The third part is the empirical research part, which carries out specific case design and preliminary implementation to analyze the implementation effect. Finally, the paper offers a pre-designed teaching model for reference in post-teaching research and teaching practice, based on the “wisdom classroom” teaching mode under the background of “Internet+”.