High School Chemistry Research Articles

The Teaching of High School Chemistry New Curriculum Parsing Problem Situation Creation Strategy

The Teaching of High School Chemistry New Curriculum Parsing Problem Situation Creation Strategy

The Use of Guided Inquiry to Support Student Progress and Engagement in High School Chemistry

The Use of Guided Inquiry to Support Student Progress and Engagement in High School Chemistry

Challenges of Junior High School Chemistry Learners in an Enriched Virtual Mode

This study identified the experienced challenges of junior high school chemistry learners of private and public schools in parts of Nueva Vizcaya in the enriched virtual mode. A qualitative approach was used to describe the lived and actual experiences of the learners. Responses gathered from the Google Form link of the four open-ended questions were coded, clustered into categories, and derived into emerging themes. Results from the learners’ responses revealed three emerging themes regarding their challenges—pedagogical, technological, and sociological. Pedagogical challenges revolved around their learning environment, inability to understand the lesson, quality of learning materials, limited access to learning resources, and overloaded lesson activities. Problems with technological insufficiency and technological literacy were under technological challenges and time management, lack of interest, lack of confidence, too many social media distractions, lack of support, difficulty in establishing connection and communication, and compromised health and wellness of the learners were among the specific sociological challenges. In conclusion, the unprecedented uncertainties brought by the sudden shift of learning modalities brought immense difficulties on the part of chemistry learners. Keywords: pedagogical challenges, technological challenges, sociological challenges, distance learning modalities

The relationships between freshmen’s accuracy of self-evaluation and the likelihood of succeeding in chemistry and physics exams in two STEM undergraduate courses

ABSTRACT In this longitudinal study, we investigate how demographic, cognitive and meta-cognitive variables affect students’ success in chemistry and physics exams in two Science-Technology-Engineering-Mathematics undergraduate courses, biology and engineering. Independent variables include high school final examination performance, chemistry and physics marks, self-efficacy and accuracy of self-evaluation, namely the difference between the estimation of one’s own performance in a specific task measured with a confidence rating scale and the actual performance score. We involved 81 biology and 125 engineering freshmen students in the study. Biology students were attending a General Chemistry course, while Engineering students were attending a General Physics course. Accuracy of self-evaluation scores were calculated through Rasch analysis of responses to an instrument that included chemistry and physics items, and a confidence tier. We found that for both courses, the likelihood of passing the exams of chemistry and physics was significantly predicted solely by their accuracy of self-evaluation accuracy score. We found the overconfident students had lower likelihood of passing the exam. Our results suggest that the perception of one’s own ability is a relevant factor for predicting students’ success at undergraduate level and can be a better predictor of academic success than high school performance and self-efficacy.

Messages about valued knowledge products and processes embedded within a suite of transformed high school chemistry curricular materials

The way high school chemistry curricula are structured has the potential to convey consequential messages about knowledge and knowing to students and teachers. If a curriculum is built around practicing skills and recalling facts to reach “correct” answers, it is unlikely class activities will be seen (by students or the teacher) as opportunities to figure out causes for phenomena. Our team of teachers and researchers is working to understand how enactment of transformed curricular materials can support high school chemistry students in making sense of perplexing, relatable phenomena. Given this goal, we were surprised to see that co-developers who enacted our materials overwhelmingly emphasized the importance of acquiring true facts/skills when writing weekly reflections. Recognition that teachers’ expressed aims did not align with our stated goal of “supporting molecular-level sensemaking” led us to examine whether the tacit epistemological commitments reflected by our materials were, in fact, consistent with a course focused on figuring out phenomena. We described several aspects of each lesson in our two-semester curriculum including: the role of phenomena in lesson activities, the extent to which lessons were 3-dimensional, the role of student ideas in class dialogue, and who established coherence between lessons. Triangulation of these lesson features enabled us to infer messages about valued knowledge products and processes materials had the potential to send. We observed that our materials commonly encouraged students to mimic the structure of science practices for the purpose of being evaluated by the teacher. That is, students were asked to “go through the motions” of explaining, modelingetc.but had little agency regarding the sorts of models and explanations they found productive in their class community. This study serves to illustrate the importance of surfacing the tacit epistemological commitments that guide curriculum development. Additionally, it extends existing scholarship on epistemological messaging by considering curricular materials as a potentially consequential sources of messages.

Science electives in high school will improve nutrition knowledge but not enough to make accurate decisions.

Nutrition knowledge has been reported to have a weak positive effect on healthy eating behavior. This study aimed to determine if there was a difference in nutrition knowledge depending on the choice of science subject in high school and whether that affected the actual eating habits of college students in Japan. The subjects were 514 college students, the majority first-year students, in 3 cities in Japan. A questionnaire survey was conducted on elective subjects in science in high school, diet (11 items), lifestyle (5 items), and nutrition knowledge (34 questions). The preliminary survey was conducted on 47 students in the fall of 2019, and the full-scale survey was conducted in May-June and October-November 2021 at the end of lectures for the first-year students. The students in the high-score group (24-31 points, n = 180) had a higher intake of vegetables (odds ratio [OR], 1.78; 95% confidence interval [CI], 1.12-2.82; P = 0.015) and breakfast (OR, 1.64; 95% CI, 1.03-2.60; P = 0.035), and a reduced intake of fast food (OR, 0.27; 95% CI, 0.14-0.51; P < 0.001) than those in the low-score group (6-19 points, n = 150). Only the biology and chemistry students had significantly higher nutrition scores than the other groups (all: P < 0.001), but no significant difference was found between the other groups. Understanding nutrition learned in elementary and junior high school is appropriate, while molecular structure, recommended amount, and food poisoning were insufficient. Knowledge of nutrition appears to have a positive effect on the actual eating habits of college students. Although biology and chemistry in high school may help students understand the foundations of good nutrition, specialized food education may be required to make informed dietary choices.

Strategies for Cultivating Innovative Thinking in High School Chemistry

Strategies for Cultivating Innovative Thinking in High School Chemistry

Factors contributing to teachers’ conceptual difficulties in teaching high school organic chemistry

Some research works have showed that Ghanaian teachers, teaching chemistry in the senior high school, have conceptual difficulties in organic chemistry. This research explored the factors contributing to teacher’s conceptual difficulties on teaching organic chemistry to high school students. Through explanatory sequential mixed methods design quantitative data were collected using questionnaire and qualitative data, using semi-structured interviews. The questionnaire was responded to by 71 teachers teaching chemistry in 31 schools, and six teachers, purposively selected, interacted with researchers through interviews to triangulate any quantitative findings. From the quantitative data, four factors, tertiary exposure, professional collaboration, professional competence, and pre-tertiary exposure emerged. These factors were then used as themes to guide the analysis and presentation of results from the qualitative data. To inform further research, it is recommended that chemistry educators and researchers should examine the four factors that predict most of the teacher conceptual difficulties on organic chemistry.

基于核心素养下的高中化学教学设计与实践——以“二氧化硫的性质”为例

基于核心素养下的高中化学教学设计与实践——以“二氧化硫的性质”为例

Research on the Application of Micro-course in Senior High School Chemistry Teaching

Research on the Application of Micro-course in Senior High School Chemistry Teaching

The effectiveness of e-modules based on discovery learning model integrated by probing-prompting questions in high school chemistry learning

The effectiveness of e-modules based on discovery learning model integrated by probing-prompting questions in high school chemistry learning

Holoreact: chemistry experiment game with hologram based to enhance learning on senior high school level

The survey conducted on 104 students from 14 schools through online questionnaires found that students considered chemistry as a complex subject. This is also supported by the declining score result from chemistry's National Examination, specifically in the analytic chemistry section for the past three years. Based on the survey, students were interested in learning chemistry through an experiment hologram-based game because it is more immersive and easier to observe. Hence a chemistry experiment hologram-based game is made using the ELEKTRA method, which aims to teach high-school chemistry concepts for analytic chemistry. The test result from students showed an increase of understanding for 47% - 62% in both pre and post-experiment quiz scores. Based on the expert's interview result, the game's content has been compatible with the current high school curriculum.

Kimya Ders Kitaplarındaki Deneylerin 2018 Kimya Dersi Öğretim Programının Deneysel Çalışmaya Yönelik Amacı Açısından Analizi ve Fen Lisesi Durumu ile Karşılaştırılması

This study aims to examine to what extent the goal of the 2018 Chemistry Curriculum for experimental studies overlaps with the acquisitions of the curriculum and to what extent upper-secondary school chemistry textbooks (high school) are prepared to meet this purpose. The study also seeks to assess the extent to which the activities in the chemistry textbooks are written to meet the four dimensions (gaining data by experimenting, inferring using data, interpretation, and generalization) of the 2018 Chemistry Curriculum. Finally, it is intended to compare this situation with the 2018 Science High School Chemistry Curriculum and determine the similarities and differences. For these purposes, the acquisitions including the experimental studies in the 2018 Chemistry Curriculum were determined at first. Then, the experiments in the 9th, 10th, 11th and 12th-grade chemistry textbooks were analyzed. Two ways were used for textbook analysis. In the first stage, it was defined to what extent the acquisitions in the 2018 Chemistry Curriculum and the experiments in the textbooks overlapped and how the experiments were distributed according to the units. In the second stage, the experiments in the textbooks were analyzed according to the four dimensions of the 2018 Chemistry Curriculum by means of a rubric. it was concluded that the acquisitions that include explanations about experimental studies are approximately 16% of the total acquisitions of the 2018 Chemistry Curriculum. Additionally, as a result of this analysis for SPSs, it is found that the experiments mostly focus on the basic SSBs, and they focus especially on “observation” and “measurement” skills.

Analysis of The Nature of Science in Chemistry Textbooks on The Topic Acid-Base Equilibrium: a Content Analysis

&lt;p&gt;This study was conducted to describe aspects of the Nature of Science (NoS), its presentation, and its scores from chemistry textbooks used in Surakarta on acid-base equilibrium topics. This research was qualitative research with a content analysis method. Three high school chemistry textbooks for class XI from different publishers were analyzed by two raters based on ten aspects of the NoS. Interrater reliability was calculated using the cohen Kappa. The results showed that a scientific law is the only aspect that is not included in the three textbooks A, B, and C. Other aspects of NoS contained in textbooks A and B are slightly different from textbook C. Textbooks A and B contain the same aspects: empirical, inferential, creative, theory-driven, tentative, scientific methods, scientific theories, social science, and the application of science in socio-cultural, while textbook C does not contain tentative and theory-driven aspects. The implicit-correct category dominates the presentation of the NoS aspects in the textbooks. Presentations with implicit-incorrect and explicit-incorrect categories were not found in this study. The scores obtained by textbooks A, B, and C based on the presentation of aspects of NoS are 9, 11, and 8, respectively, of the maximum total score that can be obtained of 30. It did not show the presence of the NoS aspects explicitly, correctly, consistently, and completely, so textbooks containing NoS explicitly are required. Teachers also need to guide students in interpreting NoS in learning.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt; &lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

Adaptation of Basic Chemistry Learning with Green Chemistry Oriented

The principles of green chemistry can be implemented in chemistry learning. Basic Chemistry learning with Green Chemistry insight can also be adapted to high school chemistry learning. This study aims to describe basic chemistry learning, adaptations of chemistry learning and design of chemistry learning with green chemistry insight at high school based on the results of previous research. The method used in this study was a systematic review, namely a systematic narrative review conducted by mapping or systematic mapping study. Sources of data from electronic documents were traced through Google searching, ERIC document data, and research gates with the keywords green chemistry and green education. The results show that basic chemistry learning can apply several principles of green chemistry. The principles (preventing/reducing waste, saving energy, and using renewable feedstock) can be implemented in several chemistry topics. The topics cover separating mixtures, chemical reactions, fundamental laws of chemistry, acids and bases, and reaction rates. Also, green chemistry can be adapted to high school chemistry even though it has not been stated in the chemistry curriculum. The design of chemistry learning with green chemistry insight can apply several learning models, such as Problem Based Learning (PBL), Project Based Learning (PjBL), and Inquiry or Contextual Teaching and Learning (CTL).

Student Responses and Effectiveness of Android Media as Chemistry Learning Media During the Covid-19 Pandemic

The Covid 19 pandemic has prevented learning from being carried out face-to-face but online using a smartphone. This study aims to analyze the effectiveness of android media as a chemistry learning medium during a pandemic. This type of research is qualitative research using the study of literature from scientific journals. The data analysis method used is descriptive qualitative. This systematic method uses PRISMA guidelines and flowcharts. Methods of data collection using non-test methods, namely observation and interviews. The analysis technique uses qualitative analysis. The study results of the response and effectiveness of Android media are used to consider using Android media as a suitable learning medium during a pandemic. The subject of the study was Sinta 1 to Sinta 6 accredited scientific journals between 2011 and 2021. This article limits the use of android media in high school chemistry learning. The results of scientific journal studies show that most students respond very well to the use of android media in chemistry learning. The effectiveness of using Android-based media for chemistry learning can increase student motivation, cognitive learning outcomes, problem-solving skills, critical thinking, scientific literacy, and student activity. The conclusion shows that Android media is suitable for use as a learning medium during a pandemic.

The Effect of Computer Simulation on Student Performance in High School Chemistry Learning on Chemical Equations

Chemical equations have been identified as a complicated topic in the Nigerian School Certificate. This study investigates the effect of computer simulations on student performance in high school chemistry courses on the topic of chemical equations in Offa, Nigeria. This study adopted a quasi-experimental research design with a pre-test, post-test, and non-randomized control group. The population is all high school students totaling 756 students. The sample was selected purposively, namely 136 students. Chemical Equation Performance Test (CEPT), Online Computer Simulation of Chemical Equations (OCSCE), and Cognitive Force Checklist (CSC) with reliability coefficients of 0.76, 0.81, and 0.78, respectively, were used as instruments for the study. The results of this study are that there are differences in the performance of students who are taught using computer simulations, between the performance of male and female students, and differences in performance between students who score low, medium, and high. It was concluded that computer simulation affected the performance of high school students. It was supposed that computer simulation affected the performance of high school students. It is recommended that future researchers apply computer simulations to other learning.

The Design and Research of Diversified High School Chemistry Homework in the Context of &amp;quot;Double Reduction&amp;quot;

Homework, is a dispensable part on stimulating students' curiosity and developing their thinking in the subject, providing a reference basis for teachers to optimize teaching methods and evaluate students' daily learning activities. Chemistry homework is an auxiliary form of chemistry teaching. The design of high school chemistry homework should be efficient, artistic, creative, and interesting, according to the Double Reduction policy issued by the Chinese Ministry of Education. The problems of high school chemistry homework at present are analyzed, and the research progress of domestic and foreign high school chemistry homework design is introduced briefly. In order to better improve the quality of current high school chemistry assignments, four novel and diversified homework cases are designed, including the interesting life homework "the Neutralization Reaction of Acid and Base", the game-based practical homework "Chemical Reaction Aeroplane Chess", the oral expression homework "Chlorine and Its Compounds" and the interdisciplinary homework "Chemical Fertilizer", using constructivist learning theory and multiple intelligence theory as guiding ideas. Through the systematic research and practice, it is found that high school students are passionate about the assignments, and their passion and enthusiasm for learning chemistry can gradually increase. The useful and effective chemistry homework can fundamentally trigger students' interest to learn chemistry.

Development and evaluation of an online course on nanotechnology for the professional development of chemistry teachers

ABSTRACT Professional development courses help teachers integrate new content knowledge into the high-school curriculum. Designing practical online courses for this purpose is challenging, particularly in emerging fields such as nanotechnology. In this study, we evaluated such a course in three complementary dimensions: (1) knowledge, (2) the complexity of learners’ understanding, and (3) learners’ difficulties during the course. We evaluated the first aspect using a pre–post-knowledge test, the second using the Structure of the Observed Learning Outcome (SOLO) taxonomy applied to the course's assignments, and the third by analyzing online activity reports and semi-structured interviews. Three cohorts comprising 95 teachers participated in this course from 2016 to 2019. Our multi-dimensional analysis revealed that teachers’ knowledge of nanotechnology concepts improved. They were able to connect the advanced content they learned to the high-school chemistry curriculum at different levels of complexity. The evaluation process also enabled us to identify difficult sections of the course. These findings can contribute to designing the curriculum of future professional development online science courses in terms of the intended learning outcomes.

Targeted Drug Delivery: Synthesis of Smart Nanocarriers for School Chemistry Education

This publication presents a series of experiments in the field of nanomedicine for high school chemistry education and student laboratories, developed as a collaborative project between chemistry didactics and chemical research. In this context, polymeric nanocarriers represent a promising approach for drug delivery, acting as “smart packaging material” to ensure transport to the desired location in the body and a targeted release. This offers the opportunity of a locally higher drug concentration while reducing the overall dose administered and minimizing side effects of the drugs. In this article, we illustrate how this attractive field of research can be linked to polymer chemistry as a classical school topic through the model of transfer research. In addition, we present three experiments where polymer nanocarriers are (1) synthesized and (2) loaded with a fluorescent model substance, which is (3) selectively released through the degradation of the polyester carrier via hydrolysis. All experiments can be performed with simple and harmless chemicals within a time frame of two school lessons.