Pre-service Chemistry Teachers Research Articles

A Role Play for Preservice Chemistry Teachers on the Topic “Climate Change and Energy Supply”

A Role Play for Preservice Chemistry Teachers on the Topic “Climate Change and Energy Supply”

Exploring the Multimodal Approach in Pre-Service Chemistry Teacher Education: Perspective from Students and Lecturers

This study aims to investigate the implementation of a multimodal approach in the learning process and the summative tests of pre-service chemistry teacher education. Data were collected through Google Forms using semi-structured questions. Data were compared with analysis handbooks and summative test documents. The results show that most pre-service chemistry teachers have a multimodal learning style. However, the application of the multimodal approach in chemistry courses has not been extensively implemented due to several challenges. For instance, the time required for preparation can be a significant barrier, as creating and organizing multiple modes of communication can be time-consuming. The complexity of creating media is another challenge, as it requires technical skills and resources. Additionally, the characteristics of students who do not support independent learning can hinder the implementation of a multimodal approach. The most commonly used media in applying the multimodal approach are videos and PowerPoint presentations, supplemented by direct explanations from lecturers. Most of the test techniques used by lecturers were in written form, owing to the difficulties in developing multimodal tests. This study implies an urgent need for the development of multimodal test instruments to accommodate differences in students' learning styles.

Looking at Electrochemistry through a Concentration Cell: A High School Laboratory Activity Integrated into a Data Access System Explored with Preservice Chemistry Teachers

Looking at Electrochemistry through a Concentration Cell: A High School Laboratory Activity Integrated into a Data Access System Explored with Preservice Chemistry Teachers

Preparing Preservice Chemistry Teachers to Teach for Climate Empowerment through Macro-rehearsals

Preparing Preservice Chemistry Teachers to Teach for Climate Empowerment through Macro-rehearsals

교수학습에 관한 전통주의와 구성주의 접근으로 살펴본 예비 화학교사의 신념 탐색

This study explored pre-service chemistry teachers’ beliefs related to constructivist and traditional approaches to teaching and learning. In addition, this was examined focusing on 3rd and 4th graders who experienced teaching practicum and 1st and 2nd graders who did not experience teaching practicum. To this end, items developed by Woolley, Benjamin, & Woolley (2004) for the assessment of teaching and learning beliefs were utilized, with 75 pre-service chemistry teachers participating in the survey. An exploratory factor analysis identified six items related to traditional educational views and five items related to constructivist views for belief analysis. Differences between these educational views were compared using paired sample t-tests, and differences in beliefs across groups and items were compared using ANOVA. Overall, the group with teaching practicum experience showed statistically higher beliefs in constructivist educational views, whereas the group without experience showed no statistical difference. A detailed items analysis revealed higher beliefs in traditional education views in practices of written assessments and structured discussion classes. In the constructivist view, beliefs were statistically lower in informal student evaluations. Group analysis showed statistically higher beliefs in constructivist educational views among those with teaching practicum experience compared to those without. This suggests the value of teaching practicum experience in enhancing pre-service teachers’ beliefs in constructivist education.

Student judges’ criteria for evaluating classmate pre-service chemistry teachers’ arguments developed in a remote simulated jury activity

ABSTRACT Although research has studied argumentation in science learning, it is necessary to understand the criteria teachers and students apply to evaluate arguments in the context of classroom production. Researchers have employed Toulmin's argument pattern as the preferred model to analyze arguments. However, the model is unfeasible for people to evaluate arguments while arguing or immediately after the discussion. This study explored the criteria two student judges applied to evaluate classmate pre-service chemistry teachers' arguments developed in a remote simulated jury. We applied a multi-level method for discourse analysis, affording key findings: (1) Student judges developed a symmetrical shared-built explanation, an unprecedented finding as discourse analysts consider asymmetry an inherent feature of explanations; (2) They applied diverse criteria to evaluate the arguments; (3) Evaluation activity was accomplished through interactive-explanation-related discursive procedures, such as informing about issues related to the evaluations; asking for confirmation and clarification; presenting arguments developed and silenced in the simulated jury. Implications include a set of exemplary criteria for teachers to evaluate students' arguments and instruct them on how to evaluate arguments. In conclusion, we discuss the relevance of the findings and the multi-level method for the science education research community, providing new ways to analyze instructional discourse.

Characteristics of Pre-Service Chemistry Teachers' Mechanistic Reasoning In Organic Chemistry Tasks: An Eye-Tracking Study

Characteristics of Pre-Service Chemistry Teachers' Mechanistic Reasoning In Organic Chemistry Tasks: An Eye-Tracking Study

Development and validation of a module for nanoscience and nanotechnology education: a case of pre-service chemistry teachers

ABSTRACT The study aimed to develop and validate a nanoscience and nanotechnology (NST) teaching module for pre-service science teachers in Turkey where NST education has not been formally integrated into the teacher education curriculum. The research, driven by the concurrent triangulation method, was completed in six stages: (1) The content was defined and the syllabus was developed (2) A pilot study was conducted on seven subjects both to evaluate the course plans and activities and to develop the items of the Nanoscience and Nanotechnology Achievement Test (NST-AT) (3) Experts reviewed the items of both the NST-AT and the Nanotechnology Attitude Scale for K-12 teachers (NAS-T) (4) The second pilot study was conducted both to validate the NST-AT and NAS-T and to re-evaluate the course plans and activities (5) Qualitative data collection tools were developed and validated (6) An intervention was performed on 16 subjects to assess whether the NST teaching module presented using an inquiry-based approach was effective on their nanoscience and nanotechnology achievements and attitudes towards nanotechnology. The results showed the NST teaching module had a positive impact on subjects' both cognitive and affective outcomes. The pre-service teachers' views of the activities in the NST teaching module were quite positive.

Pre-Service Chemistry Teachers’ Preconceptions about Rare Earth Coordination Chemistry: Results from an Explorative Interview Study

This research aims to identify students' preconceptions about rare earth coordination chemistry. The method used in this research is exploratory interviews. This research involved 25 pre-service chemistry teacher at a university in West Java Province, Indonesia. The collected data was analyzed using qualitative content analysis. The research results showed that 60% of students were able to identify electronic waste as a source of valuable metals, but others did not know that there were rare earth metals contained in it. As many as 32% know ionic liquids as environmentally friendly solvents, but the majority of students do not understand the physicochemical properties of ionic liquids and the interactions between ionic liquids and rare earth metals. As many as 8% of students were able to explain the reaction to form rare earth metal coordination compounds correctly, while only 4% were able to explain the concept of luminescence in these compounds. These findings indicate the need for coordination chemistry course design that accommodates students' learning needs and links them to relevant environmental contexts to improve students' understanding and systems thinking skills.

Development of a creative collaborative with critical experience learning model to improve technological pedagogical and content knowledge of preservice chemistry teachers

Development of a creative collaborative with critical experience learning model to improve technological pedagogical and content knowledge of preservice chemistry teachers

An Indonesian-version of the short attitude toward mathematics inventory: a voice from pre-service chemistry teacher

<span lang="EN-US">This study aimed to examine the validity of the Indonesian version of the short attitude toward mathematics inventory (ATMI). The adapted inventory was also used for further analysis to explore mathematics attitude of pre-service chemistry teachers across gender. The original ATMI was translated into Bahasa and distributed to 328 participants via the online survey. After preliminary checking for multivariate outliers, all the data were used to analyze the construct validity of structural model using confirmatory factor analysis (CFA). Furthermore, multigroup analysis with structured mean modelling was conducted to explore the gender effect toward mathematics attitude. All item means, standard deviations and correlation matrix were also explored. The result found that the short form supported the four-factor solution as the original ATMI. Modification indices, standardized regression weight, and squared multiple correlations were used to determine which items to be removed or retained during analysis until standard criteria for model fit reached. This items deletion produced a shorter version of ATMI (19 items) with fairly good internal consistency, both for all items inventory (α=0.92) or for individual subscale (mean α=0.86). Moreover, the t-test on the latent mean value showed no significant difference of attitude toward mathematics between male and female.</span>

Identificication of Implementation Difficulties on Online Learning During The Covid-19 Pandemic To Pre-Service Chemistry Teacher

This study aims to describe the difficulties of implementation online learning during the covid-19 pandemic to students of Chemistry Education Program at Mataram of University. This type of research is descriptive research with a qualitative approach. The population of this study is 229 students of the Chemistry Education Program at Mataram of University in semester II, IV and VI. The samples were questionnaires and interviews. The result showed that; 1) Learning difficulties in subject considered difficult by students of the Chemistry Education Program at the University of Mataram in the implementation of online learning during the covid-19 pandemic were organic chemistry courses with a percentage of 45%; 2) The highest difficulties faced by students in the implementation of online learning during the covid-19 pandemic were caused by aspect of the student’s socioeconomic conditions with a percentage of 84% in the very high category; 3) The lowest the covid-19 pandemic were organic chemistry courses with a percentage of 45%; 2) The highest difficulties faced by students in the implementation of online learning during the covid-19 pandemic were caused by aspect of the student’s social economic interaction with a percentage of 64% in the high category.

Improving critical thinking skills of preservice chemistry teachers through integrated biochemistry course.

Many studies have reported various interventions to increase critical thinking, but very few studies have examined the impact of learning in classrooms and laboratories. This study aimed to find a learning pattern (practice to theory or theory to practice) in improving students' critical thinking skills (CTs). Pre and posttest nonequivalent group design was employed in this study. Eighty preservice chemistry teachers divided 40 students in experimental class 1 and 40 in experimental class 2. A test of enzyme-CTs was developed to measure student CTs before and after the intervention. The result showed that integrated biochemistry courses could improve students' CTs. An independent sample t-test was employed, and the result showed a significant difference N-gain students' CTs between experimental classes 1 and 2 (p = 0.018). It indicates that the pattern of developing CTs from practice to theory is better than theory to practice. The research result can be taken into consideration for placing biochemistry theory and biochemistry practicum in the same semester for the chemistry or chemistry education curriculum. Students can find concepts independently in practical activities and develop them in theoretical activities. Further research should analyze the discriminant factors that differentiate between students in experimental classes 1 and 2.

Opportunities of Digital Fabrication Laboratory Technology as Innovative Chemistry Pedagogical Tools: Trends and Pre-Service Chemistry Teachers’ Perspective

Opportunities of Digital Fabrication Laboratory Technology as Innovative Chemistry Pedagogical Tools: Trends and Pre-Service Chemistry Teachers’ Perspective

Augmented reality as a platform to present green sustainable chemistry to improve preservice teachers’ competency on technological pedagogical content knowledge

Pedagogical Content Knowledge (PCK) plays a pivotal role in ensuring the effectiveness of teaching and learning. Within the context of integrating technology into lessons, PCK has evolved into Technological Pedagogical Content Knowledge (TPACK). The acquisition of TPACK by teachers implies mastery of its seven components. TPACK is both content and context-specific, meaning that a teacher's understanding of TPACK for one teaching strategy may differ from that for another. In the context of Augmented Reality-Green Sustainable Chemistry (AR-GSC), a distinct level of TPACK is required due to its interdisciplinary and holistic nature, setting it apart from other teaching strategies. This study employed embedded mixed method design to explore the changes in TPACK components among a group of 36 chemistry pre-service teachers exposed to AR-GSC. The quantitative findings indicate no significant changes in content, pedagogical, and pedagogical content knowledge. However, significant differences were observed in technological knowledge, technological content, and pedagogical knowledge and TPACK, indicating the emergence of a nuanced understanding of technological, pedagogical, and content knowledge. Qualitative focus group interview involving 15 preservice teachers provided insights for understanding quantitative findings. It is important to note that these findings are preliminary and suggest avenues for further research to validate the relationship between TPACK and AR-GSC.

Effects of a Microcomputer-Based Laboratory on the Triple-Representation of a Preservice Chemistry Teacher: An Eye-Tracking Design and Evidence

Effects of a Microcomputer-Based Laboratory on the Triple-Representation of a Preservice Chemistry Teacher: An Eye-Tracking Design and Evidence

Assessing conceptual difficulties experienced by pre-service chemistry teachers in organic chemistry

Organic chemistry is a mandatory component of chemistry II and chemistry III within the curriculum for pre-service chemistry teachers (PSCTs) pursuing a degree in chemistry teaching. The organic chemistry course sequence is well recognized as challenging and unapproachable for students, despite its significant relevance and impact across several sectors. While efforts have been made to recognize and deal with challenges faced by students in the cognitive and psychomotor aspects, there has been less attention given to identifying PSCTs’ conceptual difficulties and misconceptions of organic chemistry. This includes the subsequent strategies to design instructions to enhance students’ learning experiences, which are crucial elements in addressing their achievements in organic chemistry. The study aimed to identify the conceptual difficulties and misconceptions encountered by PSCTs in organohalides and stereochemistry. Furthermore, the study aimed to suggest strategies to enhance PSCTs’ understanding of the course. The study was situated within the theoretical framework of constructivism and employed an interpretivist qualitative case study design. The population under study consisted of all individuals who were enrolled in the Bachelor of Education program within the faculty of educational sciences. A cohort of 33 whole-class PSCTs who had registered for the chemistry III course, where organohalides and stereochemistry were taught as units, were purposefully selected to participate in the study. The main instruments were document analysis, formal written tests, and interviews. Data were analyzed using thematic analysis. The study revealed that PSCTs encountered difficulties when attempting to solve problems related to organohalides and stereochemistry. In addition, PSCTs had misconceptions about these concepts. The study, therefore, recommends the implementation of suitable and appropriate instructional strategies to enhance PSCTs’ conceptual understanding and reduce misconceptions.

Mapping Pre-Service Chemistry Teachers’ Group Cognitive Structure Concerning the Topic of Physical and Chemical Change via the Word Association Method

Mapping Pre-Service Chemistry Teachers’ Group Cognitive Structure Concerning the Topic of Physical and Chemical Change via the Word Association Method

РАЗВИТИЕ TPACK-ЗНАНИЙ БУДУЩИХ УЧИТЕЛЕЙ ХИМИИ В УСЛОВИЯХ ЦИФРОВИЗАЦИИ ОБРАЗОВАНИЯ

The researchers present a study, the main idea of which is that for effective integration of tech-nology into teaching, technology-related knowledge alone is not enough, potential teachers should possess different types of knowledge: technological, pedagogical and content knowledge, which are covered by the theoretical framework TPACK (Technological, Pedagogical and Content Knowledge) required to engage pre-service chemistry teachers in the integration of digital educational technologies into the educational process. The purpose of this study was to assess the effectiveness of the TPACK module we developed, as well as to identify how future chemistry teachers’ perceptions of technology integration changed after completing the educational technology module. The study involved 118 4th year students majoring in chemistry teacher training at K. Zhubanov Aktobe Regional University (Ka-zakhstan). Two cohorts were formed, namely control and experimental ones. The compulsory module of chemistry teaching, which is conducted for all students of the specified specialty in the form of a weekly lecture of standard duration, was supplemented for the experimental group over 10 weeks by a seminar devoted to the integration of technology into the teaching. During the experimental semi-nar, students were trained to develop diagnostic tasks using quiz applications, create short illustrative videos on chemical topics, use simulators and remote laboratories, etc. A total of 10 workshops were conducted. To measure subject-specific skills in technology integration, a test consisting of 8 open-ended questions was developed and students completed it before and after the study. Additionally, five participants in the experimental cohort with average scores were interviewed. The results of the study indicated that the mean post-experimental test score of the experimental cohort participants was significantly higher than that of the control group. The interview showed that students who took the experimental module not only mastered digital technologies, but also learned to integrate them quite effectively into the educational process.

Explorative Research Course: Recovering Rare Earth Elements from Electronic Waste Using Deep Eutectic Solvents

This study aims to demonstrate how a course design approach based on explorative research involving systems thinking can be implemented through the recovery of rare earth elements utilizing deep eutectic solvents. The method used in this research is design based research (DBR). The instruments used were questions regarding the measurement results/characterization of leaching samples, short questions about concept maps, and student response questionnaires. Data from measurements of leaching samples was measured using an Fouier Transform Infrared Spectrometer (FTIR), data about concept maps was measured by the number of component and process concepts in the context recovery of electronic waste that students were able to identify, and student response data was measured using a Likert scale. Based on the research results, recovery of rare earth metals can be leached using DES. This can be shown by a shift in the peak vibration of 497.65 cm-1 from the standard sample at vibration of 449.43 cm-1. In addition, this study yields new insights into the perceptions of future pre-service chemistry teachers regarding the possibility of new types of eutectic based ionic liquids in the context of chemistry learning. According to pre-service chemistry teachers, the recovery of rare earth metals from electronic waste and the application of DES are an interesting new context for laboratory learning. Context-based design of research activities can enhanced system thinking and interest in the study of chemistry. Students showed increased systems thinking abilities, this can be shown by the component and process concepts that emerged from the pretest by 652 concepts while the posttest increased by 1208 concepts.