School Chemistry Teachers Research Articles

Analysis of Comprehension Difficulties in Chemistry and Their Impact on Student Interest in Learning

Chemistry is often considered a difficult subject for learners due to its abstract concepts and complex terminology. This can lead to difficulties in understanding the material and a decrease in students' interest in studying chemistry. The aim of this research is to describe and explain the factors of difficulty understanding in solving chemistry material experienced by students. The research method used is descriptive qualitative. The results show that 62.3% of students experience slight difficulty and 37.7% experience moderate difficulty in understanding chemistry material. The interest in learning chemistry of class XII MIA students is categorized as sufficient with a percentage of 46.68%. Factors causing difficulties in understanding chemistry material include a lack of understanding of mathematical concepts, the predominance of lecture methods, limited learning media, and the suboptimal use of chemistry laboratories. The conclusion of this research provides an overview that the factors causing difficulties in understanding chemistry material affect students' interest in learning. Therefore, these findings can be used as evaluation material to improve the quality of chemistry education in schools.

Challenges facing the implementation of Chemistry and Physics as separate and stand-alone subjects in the revised Secondary School curriculum in Malawi

It is impossible to overestimate the importance of chemistry and physics to society, but in Malawi, secondary schools do not adequately teach these subjects. The purpose of this study is to investigate the obstacles to the efficient teaching of physics and chemistry and to suggest ways to improve their application. Using Cornbleth's framework for curricular implementation as a guide, the study looks into the challenges instructors in these areas confront. The qualitative case study, which took place in two secondary schools in Malawi's Blantyre District, involved 28 participants which were two head teachers, three chemistry teachers, three physics teachers, and twenty students. Data was collected through classroom observations in addition to interviews. The results show that there are a number of issues, such as a lack of certified teachers, inadequate resources and labs, a dearth of textbooks, inadequate teacher orientation, poor teaching and evaluation techniques, and a lack of supervision. To improve Chemistry and Physics education in secondary schools, recommendations include hiring more trained instructors, constructing well-equipped laboratories, and enhancing teacher preparation and oversight.

Adopting Pedagogical Content Knowledge Principles in Secondary School Chemistry Teaching: An Insight from Tanzania

Tanzania is currently shifting from content-based to competence-based curriculum implementation, aligning with modern-day and global demands. Despite extensive research on enhancing science teaching methods, some gaps in understanding how these innovations diffuse into practice. This study aimed at assessing the local conditions and contexts which supported the adoption of pedagogical content knowledge principles in teaching secondary school chemistry in Tanzania. The study focuses on introducing pedagogical content knowledge (PCK) principles into secondary school chemistry education. This study was conducted from June to December 2022. Three Ordinary level secondary school chemistry modules were developed and used to empower 15 in-service secondary school teachers from 15 secondary schools across 6 regions of mainland Tanzania. A mixed approach, incorporating case study and quasi-experimental designs, along with the use of an Online Community of Practice (CoP) and the Higher-Order Thinking with Inclusion and Equity (HOTIE) framework, was employed to gain a deeper understanding of the innovation transfer. Data were collected and analyzed based on Moore and Benbasat’s [1] framework. Findings indicated positive impact in voluntariness, relative advantage, compatibility, ease of use, result demonstrability and visibility. However, findings revealed that inclusivity and equity issues were not sufficiently addressed. Participating teachers voluntarily engaged in the program and found the PCK approach compatible with their needs and experiences. The study concludes that the innovation holds promise for broader implementation, highlighting its potential scalability within Tanzania’s education system and elsewhere particularly in the developing countries. The study recommends more researches on use of PCK with inclusivity and equity.

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.

A system mapping activity to visualize lithium’s interconnectedness to societal and environmental aspects of the green energy transition

Abstract Lithium’s role in the global green energy transition provides an engaging context to visualize the interconnectedness of chemistry to seismic shifts taking place in society. Lithium has seen a dramatic increase in utilization, but given lithium’s current low rates of recyclability, this development is exacerbating the e-waste problem. Equally important, we posit that lithium extraction, from either brine or ore, and the associated impacts on the environment and local communities should not be so easily decoupled from the shift in human behaviors causing its demand. Presented here is a mapping activity that was trialed in professional learning workshops organized in New Zealand for secondary/high school chemistry teachers. In their mapping activity response, the teachers were able to connect typical school chemistry content (batteries, chemical processes) with environmental (planetary systems) and social, economic, and ethical considerations (useful products, unintended consequences, inequity in access to water) of the ongoing electrification of society. The teachers indicated a positive intention to utilize the activity, or one similar with a different chemical process or product, in their own classrooms. A school-ready version of the activity is provided in the supplementary information, which was revised based on feedback from the teachers attending the workshops.

Chemistry Education in Secondary Vocational Schools – To Have It or Not to Have It? And what Kind?

Chemistry education at the secondary school level, with limited science education including chemistry, is only a marginally discussed topic. In our study, we provide information on how chemistry can be taught in secondary vocational schools to further strengthen and extend students' science literacy while being well-received by students. We have tested our method in one of Prague's M‑type vocational schools. This sub-study yielded interesting results that lead us to systematize our approach and develop suitable learning support for students and a methodology for teachers. We also present a sample of a sub-section of the learning support in the text.

Exploring Experiential Learning: Enhancing Secondary School Chemistry Education Through Practical Engagement and Innovation

Experiential learning, characterized by hands-on engagement and active knowledge construction, has gained prominence in education. This shift is in response to the limitations of traditional teaching methods, which often emphasize passive learning and fail to connect classroom knowledge with practical applications. In the context of secondary school chemistry, experiential learning offers the potential to address these shortcomings, providing students with opportunities for active exploration, concept comprehension, and critical thinking development. This article explores the application of experiential learning techniques in secondary school chemistry classrooms. Experiential learning theories emphasize learner-centered, hands-on engagement to promote active knowledge construction. In chemistry education, experiential methods like experiments and simulations motivate student interest, enhance concept comprehension, and build critical thinking abilities. However, realizing experiential learning's potential requires addressing attendant challenges regarding safety, resources, and assessment. Chemistry experiments carry risks of burns, explosions, and mishaps. Schools in underdeveloped regions need more lab equipment, reagents, and training. Precisely evaluating student knowledge and skill improvements through process-focused experiential activities also poses difficulties. Adaptive virtual learning platforms provide safer and more accessible experiment simulations, enabling personalized learning and detailed performance tracking. Although focusing specifically on chemistry, this essay indicates experiential learning's immense capacity to reinvigorate science education more broadly.

Development of an Innovative Media Design Assessment Model in Junior High School Chemistry Learning

An innovative assessment model comprises a set of procedures aimed at gathering information regarding both teacher-led learning and the learning outcomes delivered through technology, such as Quizizz and Google Forms. This research aims to develop an assessment model for junior high school chemistry courses and focus on designing innovative learning materials. This research uses the R&D method with a design thinking approach, this research employed three questionnaires. The questionnaire was dedicated to assessing the validity of the assessment model framework, the validity of the assessment design, and to conduct field trials involving both educators and students. The analysis outcomes demonstrated a notably high level of validity. The assessment model framework achieved an average CVI score of 0.99, "highly valid” grade. Similarly, the assessment design exhibited a high level of validity, securing a score of 0.918, "highly valid" grade. Teachers and students responded favorably to this assessment model, with satisfaction levels exceeding 90%, thus confirming its validity and practicality. Consequently, this assessment model can be readily adopted by junior high school chemistry lecturers for a comprehensive assessment of student performance in chemistry classes. This is especially beneficial in the context of creating innovative learning materials, ultimately enhancing the effectiveness of chemistry education in junior high schools and aligning it with the demands of the 21st century.

Science4Exitschool: Escape Games for Chemistry Classes

Chemistry can often be very abstract. For this reason, different learning environments and methods are increasingly being developed to make it more accessible to learners at school or university. One such method is the use of educational escape games (Avargil, Shwartz and Zemel, 2021). This term refers to live-action, team-based games. In these escape games, clues must be followed, puzzles and tasks must be solved within a certain time frame in order to reach a certain goal (Tercanli, Martina and Ferreira Dias, 2021). This concept offers new opportunities for the educational sector. Learning pedagogy categorises this as game-based learning. The game serves as a medium for learning and achieving specific learning goals (Hu et al., 2022). Entertainment is not the main focus, but should be used in a targeted way to convey knowledge or elicit certain behaviours (Sailer, 2016). Through experimental escape games with digital enrichment, previously acquired knowledge can also be applied and consolidated. As not only the popularity of the subjects of chemistry and physics has declined, but also scientific competences (Dohrmann, 2019), it is particularly relevant for the STEM field to introduce students to these topics in a playful way (Veldkamp et al., 2020) and thus increase their interest in dealing with scientific topics. Escape games have already been shown to promote teamwork, problem-solving skills and creativity (Hacke, Przybylla and Schwill, 2019). These skills are part of the 21st century skills. In the context of the Science4Exitschool project, this concept will be applied to the teaching of chemistry in schools. In addition to the technical background, the paper will also describe how this innovation can be implemented as an example.

Pelatihan Manajemen Laboratorium IPA Berbantuan Game Edukasi Kahoot bagi Laboran/Pengelola Labor

Science laboratories play an important role in the success of chemistry, physics, and biology education in schools. Students and teachers need facilities and infrastructure to prove the veracity of theory and to establish the relationship between theory and practice through experiential learning activities. In addition to teachers and students, the roles of research assistants and work managers are also very important to put practical learning into practice. To improve the knowledge and skills of science room management in schools, we will standardize the science room management of laboratory assistants and work instructors. This activity began with a pre-test, followed by the provision of teaching materials through lectures and discussions, quizzes through a method of promoting understanding, lab operations through a real-action approach, and a post-test. The training will be held for 4 days from August 9 to 12, 2022, at the Aceh Barat Daya District Education Office, where classroom lessons will be held, and at SMA Negri 6 Aceh, where participants will practice setting up their laboratories. It was conducted at two locations in Bharat Daya. education. Participants followed the learning process in the classroom very well as evidenced by achieving good quiz scores with an average accuracy of 7-12 out of 15 questions, or 47-80%. With Kahoot learning games, the quizzes at the end of each learning material add extra fun and motivation to learners and are very helpful in the evaluation process during the training process. Furthermore, post-test results showed that participants' knowledge increased by up to 80.4% compared to pre-test results. From this, we can conclude that this laboratory management training was properly implemented and produced very good results.

The Cyanotype Process and Its Potential in Chemistry Education

Over the past few decades, the photographic process has slowly vanished from chemistry education in most schools. It happened due to vast changes in both technology and legislation. It is, however, helpful in demonstrating several concepts in natural sciences, bringing a bit of art into the subjects, and giving students an opportunity to express themselves while learning. The attractiveness of experiments may play a role in developing a positive attitude toward the subjects. Therefore, a photography-aimed laboratory experiment for elementary and high school education has been proposed. The cyanotype process was chosen due to its obvious advantages─it does not require extensive preparation or equipment and is easily administered even with elementary school pupils. A series of cyanotype workshops has been introduced in Slovak elementary and high schools with generally positive student response.

Effective Pedagogical Approaches Used in High School Chemistry Education: A Systematic Review and Meta-Analysis

This article systematically reviews the pedagogical approaches adopted in high school chemistry education with the aim of highlighting the most effective evidence-based instructional practices reported in the literature. For this, a meta-analysis of 35 pedagogical approaches is analyzed, and their effect sizes (Cohen’s d) are compared in terms of students’ learning performance. In comparison to the traditional teaching approach, the data confirmed the effectiveness of using various teaching strategies in chemistry education toward student accomplishment. The results indicate that, in general, deploying chemistry education practices in secondary education improves student learning compared to control settings (d = 1.06). Furthermore, this impact is considerably stronger when the problem-based learning approach (d = 3.35) is adopted. Therefore, according to the meta-analytical evaluation, embracing various learning paths through creative teaching promotes academic achievement. In terms of instructional quality, the findings provide a comprehensive picture of recent educational practices in chemistry instruction, which will serve as the foundation for future educational changes. We believe the results of this study will promote a progression of intimation to evolve the current high school chemistry practices and pave the direction for future research in chemistry education.

A Subjective Study on the Effects of Dynamic Virtual Chemistry Laboratory in a Secondary School Education

Virtual chemistry laboratories (VCLs) are the alternative solutions of the physical laboratories, where students can virtually conduct their experiments with a lower cost, and in an efficient and safer way. Considering the importance of technology-enhanced learning and that of the experimental study, several VCLs have been proposed. However, the existing VCLs are static and only provide the simulation of pre-defined experiments, procedures, or safety procedures and cannot be adapted according to the students’ level or new experimental tasks. In this paper, we proposed a dynamic virtual chemistry lab (DVCL) where instructors or experts are allowed to add a new chemical experiment by adding its apparatus, chemicals, glassware, and mechanism or add something new to its properties. We conducted a subjective study with field experts to investigate the effect of proposed DVCL in secondary school chemistry education. During evaluation, twenty-seven field experts were participated and evaluated the proposed DVCL with system usability scale (SUS)-questionnaire and by a simple questionnaire. The results showed that the proposed DVCL is very helpful for students’ performance and mental modeling and also for effortlessly uplifting their knowledge for hands-on experiments.

METHODOLOGY AND THEORY OF CHEMISTRY TEACHING IN SCHOOLS, METHODS AND PROCESSES OF THEIR STUDY

METHODOLOGY AND THEORY OF CHEMISTRY TEACHING IN SCHOOLS, METHODS AND PROCESSES OF THEIR STUDY

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.

Marcel Proust: In Search of Chemistry in His Work. The Author and His Great Chemical Novel

The article analyzes the use of chemistry as a means of communication and imagination in the writings of the famous French writer Marcel Proust (1871−1922). The oldest work in which Proust uses chemistry is the unfinished novel Jean Santeuil from 1895−1900. The author demonstrated a remarkable knowledge of the possibilities of analytical chemistry, including spectral analysis, and drew attention to the risk of morphine addiction. In a collection of texts Pastiches et mélanges from 1919, Proust describes the period Lemoine's affair with the alleged production of artificial diamonds (unrealizable at that time), in which the name of the French chemist and Nobelist Henri Moissan (1852−1907) also appeared. However, we find the greatest representation of chemistry in his life's work, the novel À la recherche du temps perdu (In Search of Lost Time). Proust – walking in the footsteps of Johann von Goethe – literally created a great chemical novel. First, we analyze the chemical nature of the so-called Proust phenomenon based on the sensory effect of substances on memory. We identify the volatile organic compounds that are responsible for the effect in the novel. Next, we note all references to chemistry and chemists as such, including alchemy. Third, we observe how the writer masterfully used chemical phenomena and concepts as a metaphorical means to express the feelings and motives of the actions of the novel's characters. Fourth, we provide an annotated overview of chemicals that are introduced in the novel as drugs: acetylsalicylic acid, aminophenazone, atropine, barbital, caffeine, quinine, cocaine, ethanol, morphine, opium, pepsin, phenol, trional, veronal. Proust's personal experience with them is demonstrated by the remarkable details about their effects mentioned in the novel. Finally, we mention the reception of Proust's work by chemists. In addition to reading for pleasure, Proust's work can also play an important communication and inspirational role in chemistry teaching in schools, as well as in the education of the public, and thus help to manage chemophobia. At the same time, it can further strengthen the identity of chemists as an essential part of human culture.

Level of Knowledge and Understanding of State Senior High School Science Teachers in Constructing “HOT Questions”

This study aims to describe the level of knowledge and understanding of state senior high school science teachers (SMAN) in constructing higher-order thinking items (HOT), and to compar e the level of knowledge and understanding among state senior high school Physics, Chemistry, and Biology teachers in constructing higher-order thinking items (HOT). The type of this research is descriptive quantitative, data collection technique is done by survey method using developed questionnaire instrument. The population in this research are all science teachers (Physics, Chemistry, and Biology) of State Senior High School teachers in Aceh Province, with the sample being 90 science teachers of State Senior High School teachers which are chosen randomly. The data obtained were analyzed descriptively. The result of the research shows that: (1) the level of knowledge and understanding of science teachers of State Senior High School teachers in constructing higher-order thinking items (HOT) is in the medium category, (2) the level of knowledge and understanding in constructing higher-order thinking (HOT) items, Biology teachers achieved more high and very high category compared to Physics and Chemistry teachers.

2022 ACS National Award winners—Part IV

James Bryant Conant Award in High School Chemistry Teaching: Alice Putti Sponsor: Journal of Chemical Education and ChemEd X Citation: For tireless commitment to her students and improving high school chemistry education across the country Current position: Chemistry teacher, Jenison High School Education: BS, chemistry and secondary education, University of Michigan; MEd, secondary education and target inquiry program certification, Grand Valley State University Putti on the most rewarding part of her job: “Many students enter my classroom saying ‘I hate science.’ Often this attitude comes from associating learning science with memorizing facts. From the start, I try to engage my students and change this attitude through group work, small group discussions, and laboratory experiments. I’m proud when students who normally struggle in science gain confidence and are successful in my class. I love it when students tell me ‘chemistry is the first science class I have ever liked and understood.’ ”

Application of Modern Information Education Technology in Chemistry Teaching in Secondary Vocational Schools

Application of Modern Information Education Technology in Chemistry Teaching in Secondary Vocational Schools

Hydrogen Evolution Reaction with Sunlight for School Chemistry Education

In current research, molecular light-driven catalytic units are linked to hierarchically structured soft matter matrices and used to convert solar radiation into chemical reactivity for photocatalytic water splitting. This article describes the development of a simplified hydrogen evolution reaction that transfers selected results to the student laboratory in a phenomenon-oriented manner. For this purpose, a photocatalytically active system - consisting of the catalyst titanium dioxide, the dye Eosin Y and the electron donor triethanolamine - is combined with two polymers as suitable matrices. A newly developed, low-cost hydrogen detector is used to quantify the hydrogen concentration.