Chemistry Lessons Research Articles

Using Visual Aids in Chemistry Lessons Important Issues of the Rules

Visualization should be given priority in lessons for comprehensive mastery of chemistry, and theory should be applied to practice. When visual aids are used, the lesson becomes interesting and memorable. Therefore, students acquire comprehensive knowledge and skills. Also, it is the duty of all chemistry teachers to teach students all the properties of chemicals and how to properly handle them.

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.

Development of e-modules on global warming: concepts and solutions in senior high school chemistry education

This research aims to produce a learning product in the form of a flipbook-based e-module that is valid, practical, and effective for X students in the odd semester. Chemistry lesson This development research is based on the unavailability of innovative teaching materials that meet the demands of the merdeka curriculum. Development procedures using the ADDIE model which consists of five stages: analysis, design, development, implementation, and evaluation. E-modules are introduced to be developed into a new medium that is expected to support the diversity of learning resources and maximize learning outcomes. Validation testing was conducted by 3 validators. The validation results obtained were with average percentages of 80%, 85%, and 85%, so it can be said that the e-module is in the valid category and suitable for use. Based on the student response questionnaire, the e-module is also practical for use in X grade chemistry learning, with a practicality percentage of 80.6% and very effective in improving students' thinking skills with an N-gain score of 0.59.

3D printing in and for chemistry lessons

AbstractAls additives Fertigungsverfahren gewinnt der 3D‐Druck in zahlreichen naturwissenschaftlichen und technischen Bereichen zunehmend an Bedeutung. Damit wird diese Technologie auch in der schulischen Berufsvorbereitung relevant. In diesem Artikel werden Möglichkeiten beleuchtet, wie diese innovative Technologie im Chemieunterricht integriert werden kann. Mit nur wenig Aufwand lassen sich hochwertige Unterrichtsmaterialien wie Modelle und ausgeklügelte Lernspiele herstellen. Mit etwas mehr Engagement und CAD‐Know‐how werden maßgeschneiderte Lösungen möglich. Die Kosten für Lehrmaterial sind daher deutlich geringer als gewöhnlich. Zudem kann der 3D‐Druck selbst ein Lerninhalt sein, bei dem Schüler Kunststoffe mit ihren typischen Eigenschaften als Werkstoffe kennen lernen und den Harzdrucker als Anwendung der radikalischen Polymerisation verstehen. Der Umgang mit digitalen Tools für den 3D‐Druck fördert in motivierender Weise die digitalen Kompetenzen, welche zunehmend für Lehrer und Schüler relevant werden.

Pre-Service Teachers’ Professional Vision of Argumentation Opportunities in Their Analysis of Videotaped Science Classroom Episodes

ABSTRACT To foster scientific argumentation in the classroom, science teachers need to be able to notice and interpret situations in their lessons that are starting points for argumentation discourses. To sustainably promote these skills, which we denote as a professional vision of argumentation opportunities, it seems crucial to start training teachers as early as their pre-service phase. Thus, we have developed a vignette-based practice activity with a category system that trains this vision. In this exploratory study, qualitative content analysis was used to examine eight pre-service science teachers’ (PSTs) responses in this practice activity. The results show that the PSTs were able to successfully identify and describe argumentation opportunities in videotaped chemistry and physics lessons. However, these PSTs had difficulties in explaining the contentious moments in the opportunities they had identified and in predicting suitable instructions that could promote argumentation. Overall, PSTs’ professional vision improved during a nine-week intervention, but differences—e.g. regarding the subject matter of a vignette or PSTs’ prior knowledge—also became apparent. The paper identifies such influencing factors and provides recommendations for using the practice activity in science teachers’ professional development.

Implementation of A Problem-Based Learning Model with the Help of Interactive Presentation Media from Quizziz in Increasing Student Learning Motivation in Class XI MIPA 4 in Chemistry Learning at Kebakkramat State Senior High School

This study aims to evaluate the increase in learning motivation in chemistry lessons using Quizziz interactive presentation media on the topic of buffer solutions, solubility, and solubility results. This class action research involved students of class XI MIPA 4 at SMA Negeri Kebakkramat. The Problem Based Learning (PBL) model is applied to involve students in solving real problems related to learning topics, encouraging investigation, critical thinking, and collaboration. Data collection was conducted through observation, interviews, and questionnaires, with data analysis using quantitative and qualitative descriptive techniques. The results showed that the application of the PBL model and Quizziz media succeeded in increasing student learning motivation with a success rate of 83% in cycle II. Indicators of learning motivation such as perseverance, persistence, preference for independent work, courage to find solutions, and ability to defend opinions, increased from cycle I (81.34%) to cycle II (83%). Evaluation of student motivation criteria also showed significant improvement from cycle I (47% excellent, 47% good, 6% fair) to cycle II (55% excellent, 42% good, 3% fair).

Methodology for organizing an individual-personal approach for studying the theme "Modeling and formalization" at informatics lessons

The article discusses the possibilities of implementing an individual-personal approach in informatics lessons. The main technique for implementing such an approach is to integrate the material of various school disciplines that are studied at the same time, and to give individual tasks to students at informatics lessons taking into account their interests and preferences. Examples are given that can be implemented when studying the theme "Modeling and formalization" of the informatics course, in integrating the material studied in informatics with the material of biology, physics, chemistry and geography lessons. The considered method of implementing an individual-personal approach can be used both in studying other themes of the informatics course in secondary school and in integrating informatics with other school subjects.

Examining the utilization of web-based discussion tools in teaching and learning organic chemistry in selected Rwandan secondary schools

In recent years, the teaching and learning of organic chemistry have frequently faced challenges due to limited student engagement and participation. Consequently, there is a growing demand for innovative teaching methods to tackle these issues. In this context, web-based discussions have emerged as a hopeful approach to enhance students' engagement and foster critical thinking skills. Therefore, the present study investigated the level of adoption of web-based discussion tools in teaching organic chemistry in Rwandan secondary schools for addressing the challenge of limited student engagement and participation. A quantitative research approach relying on a survey questionnaire was used to collect data from 133 secondary school chemistry teachers in Kamonyi and Gasabo districts. The findings indicate that 78 % of teachers do not use web-based discussion tools, while 22 % have integrated these tools into their teaching. The preferred platforms among users include WhatsApp groups, Google Docs, and Google Classroom. Additionally, the study highlights key organic chemistry topics such as alkanes, polymers, polymerization, and alcohol that can be effectively taught through these tools. Statistical analysis using ANCOVA did not show significant differences in the use of web-based discussion tools based on factors like school location, teachers’ age, school ownership, and teaching experience, with p-values of 0.817, 0.234, 0.380, and 0.051, respectively. However, the borderline significance related to teaching experience (p = 0.051) suggests a potential trend. A significant difference was observed in terms of gender, with male teachers more likely to use these tools (p = 0.015). The study offers valuable insights into the factors influencing the adoption of web-based discussion tools in Rwanda, offering useful guidance for educators and curriculum developers to create more engaging and inclusive chemistry lessons.

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.

Chemistry Lessons for AI

Chemistry Lessons for AI

An insightful project in chemistry and art lessons

AbstractSchon seit jeher passen Chemie und Kunst zusammen, da chemische Substanzen als Farbmittel und Pigmente eine fundamentale Rolle in der Malerei spielen [1]. Im Gegensatz zu den herkömmlichen Malfarben, die im Kunstunterricht zum Einsatz kommen, besitzt Phosphoreszenzfarbe einen spektakulären Nachleuchteffekt. In einem fächerübergreifenden Projekt des Chemie‐ und Kunstunterrichts konnten die Schülerinnen und Schüler einer 7. Jahrgangsstufe phosphoreszierende Malfarbe auf Basis von Zinksulfid selbst ausprobieren. Zusätzlich gelingen mit einer bemalten Holzplatte spektakuläre Leuchteffekte für den Chemieunterricht.

Women’s Rights in the Academic World (Based on the Novel “Lessons in Chemistry” by Bonnie Garmus)

Women’s Rights in the Academic World (Based on the Novel “Lessons in Chemistry” by Bonnie Garmus)

Developing Chemistry Lesson Plan Design: Integrating Scientific Explanation by CER Framework in STEM Learning

The main supporting component of a comprehensive learning implementation, scientifically prepared according to the chemical context, is developing a chemistry lesson plan. Scientific explanations in chemistry learning often involve causal mechanistic explanations of chemical phenomena, which provide a paradigm for understanding chemical concepts. This research aims to describe how prospective chemistry teachers use scientific explanations to develop CER framework in chemistry lesson plans that align with STEM learning. A descriptive qualitative research design was used. The authors conducted this research on 20 prospective chemistry teachers. This research used the document review, observation, CER framework assessment, and interviews. Prospective chemistry teachers can theoretically and practically prepare chemistry learning plans. The study reveals that prospective chemistry teachers struggle to offer scientific explanations for the concepts they explain through CER framework. Their responses to the CER framework assessment reveal numerous unconnected scientific explanations. One cannot combine evidence and reasoning claims into a systematic unity to explain a chemical phenomenon.

Increasing Student Learning Motivation Using Inquiry Methods in Chemistry Lessons

Purpose of the study: This research aims to describe increasing students' learning motivation using the inquiry method in chemistry subjects in Class X of Public High School 6 South Bengkulu. Methodology: In this research, the subjects were class X C students at Public High School 6 South Bengkulu, totaling 41 students. The object of this research is the application of inquiry methods in learning. The type of data obtained from this research is qualitative data. This data was collected using observation and documentation techniques. The data collection tools used were tests, observation sheets of teacher and student activities. Description The action research procedure was carried out in 2 cycles. Each cycle consists of planning, implementation, observation and reflection. Indicators of success are shown by the fulfillment of predetermined motivation indicators. Main Findings: In cycle I, indicator achievement was only 16.67%, while in cycle II achievement was 100% of the indicators set by the author and based on the targets set by the author. Based on the results of the research above, it can be concluded that using inquiry strategies can increase students' learning motivation in class. Novelty/Originality of this study: The novelty of this research is to determine the effectiveness of increasing student learning motivation by using the inquiry method in chemistry lessons.

Sustainability Learning: Project Based Learning Integrated Chemo-Entrepreneurship Approach to Understanding Chemistry and Interest in Entrepreneurship

This research aims to re-analyze how much influence the PjBL learning model integrated with the CEP approach has on students' learning outcomes and interest in entrepreneurship. This research used a pre-experimental design method through one group pretest - posttest design, which was carried out on 10 students in the first semester of the Agribusiness Study Program at Deli University, Sumatra. The data analysis instruments used were learning outcomes tests and questionnaires conducted before and after learning. The research results show that the N-gain is 0.84 with an increase in learning outcomes of 29.3%, this is because students can understand the material directly through project activities. In the interest in entrepreneurship which was tested through a questionnaire instrument, it was found that there had been an increase in the high category from 10.2% to 84.6% because through the integrated PjBL Model the CEP approach in the material studied was linked directly to entrepreneurial products, so that students became active and felt happy participating in activities. learning. Based on the results of research on the influence of implementing the PjBL Model integrated with the Chemo-Entrepreneurship (CEP) approach on students' understanding of chemistry and interest in entrepreneurship to determine the increase in learning outcomes in general chemistry lessons and students' entrepreneurial interest, it can be concluded that the application of the PjBL Model integrated with the CEP approach in chemistry learning can increasing students' understanding of chemistry and entrepreneurial interest.

Polylactic acid – bioplastics in chemistry lessons

AbstractPolymilchsäure (PLA) ist ein aus nachwachsenden Rohstoffen hergestellter und bioabbaubarer Kunststoff. Er ist einer der am häufigsten verwendeten Biokunststoff mit steigender Verwendung. Die Eigenschaften eines Kunststoffes gehen auf die molekulare Struktur sowie die beigefügten Additive zurück. In diesem Artikel wird eine schulgerechte PLA‐Synthese mit Zinn(II)‐chlorid vorgeschlagen, die eine größere Menge Material liefert. Weiter stellen wir einfache Additive für PLA vor, die dessen Eigenschaften verändern.

Ұжымдық технология негізінде мектеп оқушыларының шығармашылық белсенділігін арттыру

This article provides information on increasing the creative activity of schoolchildren through collective chemistry-based technologies. The dynamics of changes taking place in education today presupposes the achievement of a qualitatively new level of educational work of educational institutions, based on the activation of all forms of educational work, the development of the ability of schoolchildren to creatively apply their knowledge in practice. In this regard, it is necessary to develop new, more effective forms of organizing the educational work of students. The quality of students' learning and the level of development of their creative activity depend on the teacher's choice of effective methods and techniques between different forms of learning. The research work was carried out for 8th grade of gymnasium №9 named after Nekrasova. During the chemistry lesson, the research and creative abilities of students in classes conducted with the help of collective technologies were compared and analyzed. A pedagogical model of the organization of educational activities of schoolchildren in collective, group, and individual forms of education has been developed. A set of forms of aducation has been defined that allow purposefully developing the collective activity of schoolchildren. The parameters of the assessment of schoolchildren and the levels of formation of collective activity are determined. The activity of the personality, the essence of the readiness of schoolchildren for creative activity is revealed, the levels of formation of collective creative activity are proposed.

A microscale low‐cost experiment on heat pumps and refrigerators for chemistry lessons

AbstractWärmepumpen sind nicht nur politisch brisant, sondern als Socioscientific Issue auch eine besondere Lerngelegenheit zur Vermittlung naturwissenschaftlicher Grundbildung und wichtiger Kompetenzen im Basiskonzept Energie. Das hier vorgestellte Experiment erlaubt es den Schüler:innen, die grundlegende Funktionsweise einer Wärmepumpe unmittelbar und anschaulich zu erleben.

Teaching effectively with with multimedia and its impact on students' academic performance in chemistry: A case study

This study investigated the impact of integrating multimedia into chemistry education in Bhutanese higher secondary schools and its influence on students' academic performance. The research focused on assessing students' academic performance through test scores and semi-structured interviews. A sample of 62 eleventh-grade students participated in the experimental research, which aimed to explore how multimedia applications affect the content, quality, and retention of students' knowledge in chemistry. Data were collected by using self-administered questionnaire and achievement test. Descriptive statistics and independent samples t-test were used to analyze data. Paired samples t-test was used to analyze data. The analysis result of the pre-test showed no statistically-significant differences, which in turn proves the equivalence of the two groups. The t-test result showed the significant difference between achievements of the two groups at a significant t- value of 0.05 in the post-test. The experimental group gained higher mean scores than that of the control group. From the self-administered questionnaire, result showed that when multimedia was integrated to teach chemistry, student displayed the high level of learning satisfaction. The findings revealed that integration of multimedia increased the academic performance and learning satisfaction of students in chemistry lesson compared to the traditional method of teaching.

Spreadsheets in the study of electrolyte properties: Integrated informatics and chemistry lesson

Spreadsheets in the study of electrolyte properties: Integrated informatics and chemistry lesson