Pre-service Chemistry Teachers Research Articles

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

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.

Preservice Chemistry Teachers’ Preconception on the Topic of Sustainable Development Oriented Plant Pigments Separation

One of the important principles in the success of learning activities is that educators need to pay attention to students' preconceptions before designing learning designs, because this will provide direction in compiling learning materials and strategies to achieve learning goals. This study aims to identify the preconceptions of preservice chemistry teachers’ as a basis for developing a didactic design on the topic of plant pigments separation which is one of the materials discussed in analytical chemistry II lectures. This research uses descriptive methods with participants were 36 pre-service chemistry teachers at one of the state universities in Pekanbaru City. This descriptive study used a diagnostic test in the form of an essay which totaled 19 questions. Based on the results of preconception analysis, it was identified that most of the students experienced learning barriers mostly in the following sub-discussions: (1) types of green solvents; (2) benefits of eutectic solvents; (3) the relationship of eutectic solvent with principles of green chemistry; (4) the process of making eutectic solvents; (5) experimental stages of plant pigment extraction; (6) processes that occur during extraction; and (7) extraction techniques. So it can be concluded that students do not yet have sufficient basic knowledge because students are not yet able to answer questions in most contexts on the topic of separating plant pigments

Uniting through green chemistry lab a inclusive, responsive pedagogical approach. Experiences from Malaysia

There has been a noticeable surge in the number of publications focusing on diversity, equity, and inclusion within the realm of chemistry education. While these publications have shed light on various strategies to foster gender and ethnic equality, a consensus is emerging regarding the integration of these concerns into the landscape of chemistry education. Notably, in Malaysia, where this study was conducted, there has been limited emphasis on inclusivity in chemistry education. This study aims to introduce "UnityChem: Uniting Through Green Chemistry Lab," an innovative and inclusive pedagogical approach designed to bridge this gap. The approach focuses on training a group of 35 pre-service chemistry teachers on inclusivity in chemistry education. At the heart of UnityChem lies the application of green chemistry as a foundational framework for teaching and learning, with a specific emphasis on transesterification chemistry. This approach actively involves students through hands-on activities, leveraging green chemistry principles to produce biodiesel from a variety of vegetable oils. UnityChem intentionally incorporates articles that emphasize gender and ethnic disparities to promote preservice teachers' awareness of these issues while they engage in biodiesel production and learn about transesterification. Pre-service teachers have expressed that UnityChem not only delivers a meaningful chemistry lesson but also nurtures gender sensitivity and underscores the impact of deforestation on the well-being of indigenous people living in forested areas. The design of UnityChem caters to students with diverse abilities, including those with lower abilities. This study collectively presents UnityChem as a viable approach to utilizing green chemistry to make chemistry education more inclusive and comprehensive.

Development of interactive teaching materials based on inquiry based learning models based on the outcome-based education curriculum in analytical chemistry learning

This research to develop an IBL-based electronic e-module integrated with the OBE curriculum in analytical chemistry learning. This research is a development research using the ADDIE model which consists of 5 stages: Analysis. Design, Development, Implementation and Evaluation. The sampling technique uses purposive sampling as many as 28 preservice chemistry teachers. Research data were obtained from a validation questionnaire for media experts, material experts, linguists and student responses to the developed e-module with BSNP criteria. Material expert validation obtained an average content feasibility of 3.22, language eligibility 3.52 and presentation feasibility 3.73 IT expert validation obtained an average for design indicators 3.75, display 3.75 and visual 3.3 and usage 3.75. Student response to learning using an electronic IBL-based e-module integrated with the OBE curriculum for display is 89.99%, content quality is 92.85%, usage is 93.3% and usefulness is 93.15%. Implementation of interactive e-module products based on inquiry based learning in learning that can improve student chemistry learning outcomes in the Analytical Chemistry course with Gain 81.20.

Chinese pre-service chemistry teachers’ perception of augmented reality-assisted secondary chemistry learning

This research aims to explore the functional characteristics of Augmented Reality (AR) supported teaching in secondary chemistry learning, based on the theoretical framework of AR research in science education proposed by (JSET 22:449-462, 2013). Grounded theory and interview were used to construct AR related functional models. In the study, pre-service teachers were first asked to experience organic chemistry AR teaching app—“Meet Organic”, and then semi-structured interview was conducted. Secondly, Nvivo12 was used to encode the interview results and finally relevant functional models were obtained. According to the results, AR education functions in science education are mainly divided into three parts: “Visual Presentation”, “Concept Understanding” and “Thinking Construction”, and each function is divided into 2–3 sub-functions based on the interview depth coding. Exploring the functional differences of AR between male and female meanwhile. The results of this research are of great importance to promote the in-depth understanding of the essence of augmented reality supported teaching, and the deep integration of AR teaching with science education. It also provides suggestions for future teachers to design teaching methods based on AR.

“Covid-19 Shock” and Identified Benefits for Improved Pre-Service Chemistry Teacher Education

Abstract The global pandemic has forced many people to make significant changes in their work, personal lives, and everyday duties and activities. This metamorphosis has also significantly affected education systems. Implemented research activity in the learning process and emphasised the development of children’s cooperation have recently been limited and often unattainable because of learner isolation, prevailing home education, and different countries’ COVID-19 quarantine measures. Herein, we investigated and tested the 2020 European spring preparedness, commitment, and erudition of in-service and pre-service teachers and parents in remote education. We profiled the following three paradigm models of successful remote education; specific experience of in-service and pre-service chemistry teachers and the parents of school-age children. Here, we concentrated on sensitive identification of the most common problems, disadvantages, and risks. Prospective teacher training should concentrate more on remote education. It should help develop teachers’ didactic competencies and increase their motivation and willingness to participate in this mode of education.

Examining Pre-Service Chemistry Teachers’ Technological Pedagogical Content Knowledge (TPACK) of Using Data-Logging in the Chemistry Classroom

In recent decades, the integration of technology, particularly data logging, has become a cornerstone of effective science teaching, placing increased emphasis on the cultivation of teachers’ Technological Pedagogical Content Knowledge (TPACK). While the TPACK framework has garnered attention in science education, limited research has explored the interplay of TPACK components within a constructivist context, particularly in the context of data-logging-supported chemistry class. To bridge this research gap, this study conducted a comprehensive survey on TPACK with 181 pre-service chemistry teachers, probing their TPACK as it pertains to data logging. Results from both exploratory and confirmatory factor analyses underscored the reliability and validity of the survey instrument. Subsequently, structural equation modeling was employed to illuminate the intricate relationships among various facets of TPACK. Findings suggested a sequential developmental pattern within TPACK, with teachers’ Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Pedagogical Content Knowledge (PCK) all exerting a positive influence on their overall TPACK. Moreover, this study unveiled a significant correlation between pre-service chemistry teachers’ data-logging TPACK and their capacity for design thinking. Interestingly, gender differences in TPACK were negligible. In light of these findings, this study not only contributes to our understanding of TPACK development but also has practical implications for nurturing pre-service chemistry teachers’ proficiency in TPACK when using data-logging.

Investigation of Laboratory Teaching Strategies in Chemistry Education: Opinions of Pre-service Chemistry Teachers

This study aims to determine the opinions of pre-service chemistry teachers on the applicability of laboratory strategies, the purposes of their use, and the factors influencing strategy preference. The research was conducted through a phenomenological design, one of the qualitative research styles. The study includes 20 pre-service chemistry teachers enrolled at a state university in Ankara. A written questionnaire comprising three queries exploring the suitability of laboratory approaches, their objectives, and the determinants influencing the selection of approaches was employed for data collection. The opinions of the pre-service chemistry teachers were collected with the data collection tool 5 times during the implementation. The data was analyzed by content and descriptive analysis of the written responses. According to the research findings, 98.7% of the pre-service teachers believe the strategies are applicable or partially applicable. The lack of materials, crowded classrooms, unsuitable laboratories, and student level, as well as difficulties in classroom management, time limitations, safety issues, problems in achieving learning outcomes, and students' unfamiliarity with laboratory strategies, were cited by pre-service teachers as factors affecting the practical use of laboratories. Additionally, pre-service teachers applied laboratory strategies for learning, learning about science, learning about research, and skill development. Meanwhile, the other result of the study was that the factors for pre-service teachers to prefer laboratory strategies vary according to the acquisition, learning environment, learning outcomes, students, and chemistry topics. The study's findings again highlight the importance of exploring pre-service teachers' opinions about teaching in the laboratory.

Development and Utilization Webquest as an Instructional Strategy in Teaching Thermodynamics in Colleges of Education in Kwara State

The worldwide education system has been significantly impacted by the growth of technology. The purpose of the study was to developed and utilized Webquest instructional package for the teaching of thermodynamic in chemistry. This intended to see if its usage will bring significance understanding to pre service chemistry teacher’s performance Thermodynamics is one of the chemistry topics students find difficult to understand. The study was carried out in colleges of education in Kwara State. All third-year chemistry students at the colleges of education made up the study's population. A thermodynamics performance test in Chemistry and the Webquest software program served as the study's two research tools. Data for the pre-test and post-test were collected at the start and conclusion of the study, respectively. The study revealed that students had a different impression of studying thermodynamics, in accordance with the research aims and findings. The students in the webQuest group claimed that using the webQuest package gave them a fresh perspective on how to comprehend the notion of thermodynamics, it is essential for the organizations in charge of teacher training colleges across the nation to promote the use of webQuest in instruction and training for teachers-in-training.

Students’ Learning and Application of Basic Concepts in the Course “Organic Chemistry I for Preservice Chemistry Teachers”

Students’ Learning and Application of Basic Concepts in the Course “Organic Chemistry I for Preservice Chemistry Teachers”

Chemistry teacher and pre-service chemistry teacher views: Can social media be used as chemistry learning media?

Chemistry learning should be able to integrate contextual chemistry problems and present the sophistication of 21st-century learning technology. As a product of 21st-century technology, social media can be used as chemistry learning media. Therefore, this study aims to investigate the views of chemistry teachers and pre-service chemistry teachers toward the potential use of social media as chemistry learning media. The Purposed-designed survey method that involved 76 chemistry teachers and 109 pre-service chemistry teachers as respondents was used in this study. A total of 40 question items were developed and distributed online using a Google form to respondents. Based on the results of the survey conducted, it is known that during online and offline chemistry learning, respondents are accustomed to using YouTube as chemistry learning media. In addition, Instagram is the social media most widely owned by pre-service chemistry teachers, while Facebook is the social media most commonly owned by chemistry teachers. Other results reveal that most respondents have the same screen time, more than 4 hours daily. This screen time is used by respondents for entertainment and looking for news information on social media. With this long screen time not used for learning, it can be a promising opportunity to use social media as chemistry learning media. This study is expected to be a reference for developing social media-based chemistry learning to increase student motivation and achievement.

21st Century chemistry teacher: Analysis of TPACK of pre-service chemistry teachers in teachers college

This research is aimed to analyze chemistry pre-service teachers' profile of the TPACK (Technology Pedagogy and Content Knowledge) competencies in Teachers College. The method used in this study was a mixed method using TPACK’s questionnaire and interview. This study revealed that Content Knowledge (CK), Technology Knowledge (TK), Pedagogy Knowledge (PK), Pedagogy Content Knowledge (PCK), and Technology Pedagogy Knowledge (TPK) components of TPACK of pre-service teachers are excellent. The Technology Content Knowledge (TCK) component needs to be improved throughout training courses that enabled the pre-service teacher to utilize, design, and apply various chemistry-based computer applications. The component of TPACK will continue to develop with the support of institutions and teaching experience. Strengthening the components of TPACK is important for a chemistry teacher to embrace 21st century learning.

Development and Use of Flowchart for Preservice Chemistry Teachers’ Problem Solving on the First Law of Thermodynamics

Development and Use of Flowchart for Preservice Chemistry Teachers’ Problem Solving on the First Law of Thermodynamics

Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge

Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge

An Activity for Design Skill Labs: Activity Planning Processes and Pre-Service Chemistry Teachers' Views

The traditional roles of schools are inadequate to prepare students for the change. Thus, Design Skill Labs (DSLs) have been established in Turkey to provide opportunities for students at all levels of education to discover and develop their talents. Nevertheless, the activities currently available in DSLs are not yet sufficient or diverse enough. The aim of this study is to exemplify the process of developing an activity that can be implemented in DSLs and to obtain the opinions of pre-service teachers about them. Two out of six pre-service chemistry teachers planned the activity, and six pre-service teachers are participated in the study. The participants were senior pre-service chemistry teachers from a state university in Ankara. The data collected from the case study were analyzed using content analysis. According to the research findings, DSLs activities differ from other activities carried out in schools in terms of student and teacher roles, learning environment, research problem, and process. Moreover, DSLs activities contribute to students' skill acquisition, personality development, learning, socialization, and mental development.

Exploration of Student's Critical Thinking Skills in the Context of Chemistry Based on the Nature of Science

Understanding the Nature of Science (NoS) could help improve thinking and reasoning skills. Students could use their critical thinking (CT) skills to help themselves in solving problems. Based on the NoS, this study sought to assess the CT skills of chemistry pre-service teachers at university. This study used a qualitative with a case study as the method. A purposive sampling technique was elaborated to select the research object. The respondents were chemistry students at university. The data sources were open-ended questions and interviews from the NoS questionnaire. The method of data triangulation was employed to conclude the study findings. The results showed that the CT skills possessed by chemistry pre-service teachers: were interpretation skills, inference skills, and self-regulation skills. Those skills were still in the low category. The participants also lacked in explaining, evaluating, and analyzing the students' abilities. Thus, the understanding of NoS informants can be categorized in the transitional cohort. The research findings became the department's input because some students still struggled to analyze NoS aspects in chemistry, especially through each stage of CT skills. Hence, future research is suggested to develop the students' CT skills in applying the NoS aspect in chemistry learning, especially for the pre-service teacher.