School Chemistry Research Articles

A Confirmatory and Multigroup Invariance Analysis of the Indonesian Version of the High School Chemistry Self-Efficacy Scale: Gender and Grade Level Overview

A Confirmatory and Multigroup Invariance Analysis of the Indonesian Version of the High School Chemistry Self-Efficacy Scale: Gender and Grade Level Overview

Four Melds and Four Melts: Research on Effective Promotion Strategy of Chemistry Experiment Teaching in Senior Two

Experimental chemistry is the most distinctive part of high school chemistry teaching. The development and promotion of chemical experiments can deepen students' understanding of knowledge and promote their scientific inquiry thinking and the improvement of their quality of seeking truth and rigor. This article is based on a questionnaire survey and dialogue interviews to approach the current situation of experimental teaching in the second year of high school. With the help of the concepts of textbook integration, module integration, situational integration, and application integration, this article aims to promote the effective promotion of experimental teaching in the second year of high school through miniaturization, greening, life oriented, and application oriented experiments.

Los laboratorios virtuales y su inclusión en una institución educativa rural

This essay aims at discussing how virtual laboratories impact educational inclusion for high school and middle school chemistry students in a rural educational institution. It objectively examines virtual laboratories and educational inclusion, highlighting the benefits and drawbacks of these digital resources and the various perspectives on their relationship. Virtual laboratories, as pedagogical tools, are increasingly used in education, enabling students to conduct experiments in a safe, controlled environment without needing complex infrastructure, costly equipment, or hazardous materials. The essay also supports the idea that virtual laboratories are a cost-effective alternative, as infrastructure investment, reagents or similar costs, are they significantly reduced or zero. This leads to more efficient financial management in educational institutions, allowing for the reinvestment of resources into computer equipment that improves coverage and accessibility for students. As a result, virtual laboratories help bridge the gap in inclusion and access to information, enabling students to access educational experiences and resources from anywhere in the world.

Utilization of ICT Resources in Teaching Chemistry in Senior Secondary Schools in Kwara State, Nigeria

Chemistry deals with the composition, properties, and uses of matter, the interaction between different matter, and the relationship between matter and energy. The utilization of Information and communication technologies in educational institutions globally has facilitated the streamlining of instructional processes, thereby fostering national stability and economic sustainability. This study investigated teachers’ utilization of ICT resources in teaching chemistry in senior secondary schools based on teachers’ gender, educational qualification, and teaching experience. The study was a descriptive research of a survey type. A purposive sampling technique was used to select 250 chemistry teachers from Kwara state, Nigeria. Five research questions were generated and answered using frequency count, percentage, mean, and standard deviation. Three hypotheses were formulated and tested using t-test and ANOVA at 0.05 level of significance. The instrument for data collection is a researcher-designed questionnaire titled Questionnaire on Utilization of ICT Resources (QUICT). Findings revealed that the available ICT resources were rarely utilized among chemistry teachers while most of the chemistry teachers do not utilize ICT resources for teaching chemistry. The study concludes that teachers’ gender, educational qualification, and teaching experience significantly influence the level of utilization of ICT resources in teaching senior school chemistry. The study recommended that the Government should ensure adequate funding to provide ICT resources in senior secondary schools as contained in the national policy on education. Chemistry teachers should endeavor to attend seminars, conferences, and workshops to update themselves on global best practices on the utilization of Information and Communication Technology resources in teaching chemistry.

Enhancing Academic Achievement and Retention in Esterification Reaction among Secondary School Chemistry Students through Cooperative Instructional Method

Enhancing Academic Achievement and Retention in Esterification Reaction among Secondary School Chemistry Students through Cooperative Instructional Method

ALIGNMENT BETWEEN CURRICULUM STANDARDS AND ASSESSMENT IN UNDERSTANDING CHEMICAL REACTION PRINCIPLES AT UPPER-SECONDARY SCHOOLS

This study utilized the SEC (Survey of Enacted Curriculum) method to examine the alignment between Chinese high school chemistry curriculum standards (HSCCS) and the assessment of ‘Chemical Reaction Principles’ in the National College Entrance Examinations (NCEEs). The HSCCS and NCEEs were coded into two-dimensional matrices separately using SPSS, MATLAB, and EXCEL. The alignment coefficients were analyzed both macroscopically and specifically based on two dimensions: themes and cognitive levels. The findings indicated a generally low alignment between NCEEs and HSCCS in the ‘Chemical Reaction Principles’ domain, and no statistically significant alignment was observed. Comparing Porter alignment coefficients revealed a gradual increase in the overall alignment level between 2018–2022 NCEEs and HSCCS due to curricular reforms. Further specific analyses and comparisons highlighted significant discrepancies between NCEEs and HSCCS concerning themes and cognitive levels. Regarding themes, ‘Ionic Reactions and Equilibrium in Aqueous Solutions’ showed substantial alignment between NCEEs and HSCCS. However, for ‘Application of Ionic Reactions and Equilibrium’ and ‘Systems and Energy,’ NCEEs diverged significantly from or exceeded HSCCS requirements. Concerning cognitive levels, NCEEs demanded higher levels of student cognition compared to HSCCS. Keywords: alignment, chemical reaction principles, content analysis, curriculum standards, upper-secondary schools

Teachers’ perceptions towards practical work in chemistry teaching: A case of selected high schools in South Africa

This study examines how physical sciences teachers in South African high schools perceive the use of practical work in chemistry instruction. The study is grounded in the framework of social constructivism. Qualitative research methods, including semi-structured interviews and classroom observations, were employed to gather insights from a purposively selected sample of four high school chemistry teachers, each from a different high school. The aim was to explore their perspectives on the incorporation of practical work in chemistry teaching. Thematic analysis of the data revealed a range of insights into teachers' perceptions. The findings indicate that teachers recognise the value of practical work in engaging students and reinforcing theoretical knowledge. However, they also face several challenges that hinder its effective implementation, such as inadequate laboratory facilities, limited access to resources, time constraints, and insufficient teacher training. Despite these obstacles, teachers demonstrate a strong commitment to integrating practical work into their teaching and employ innovative strategies to overcome these barriers. They highlight the need for increased support from educational authorities in terms of resource provision, professional development opportunities, and curriculum alignment. The study provides recommendations for educational policymakers, curriculum developers, and teacher training institutions to address these perceived challenges and enhance the quality of chemistry teaching and learning in South African high schools.

Pengembangan Video Praktikum Sederhana Materi Redoks Sebagai Praktikum Alternatif Selama Pandemi COVID-19

Due to COVID-19, media is needed so that students can continue to carry out practical activities at home to improve their understanding of chemical concepts. This study aimed to develop and determine the quality of a simple practicum video on redox material. This research is development research (R&D) with a 4D model (Define, Design, Development, and Disseminate), but this research is only up to the development stage. This simple video practicum on redox material contains the redox process on nail corrosion, the redox process on betadine with vitamin C, and the redox process on Onions with potassium permanganates. The product is assessed by one material expert, one media expert, four reviewers, and ten class X students respond. The results of the product quality assessment by material experts, media experts, and reviewers (senior high school chemistry teachers) get a percentage of 97.14%, 90%, and 91.81%, with a very good category. Then, the results of student responses obtained a percentage of 95% with a very good category. Based on this assessment, it can be concluded that simple practicum videos on redox material can be used as an alternative source of practicum during the COVID-19 era.

Investigation Report on the Implementation of Integrated Teaching, Learning, and Assessment (ITLA) in High School Chemistry Instruction

Investigation Report on the Implementation of Integrated Teaching, Learning, and Assessment (ITLA) in High School Chemistry Instruction

That Thing in Your Pocket: Cultivating a Geo-Sustainable Mindset in High School Chemistry Students Using GIS to Study Smartphone Components

Smartphones are ubiquitous in high schools across the US, but students rarely learn about the complex world of elements and materials beneath their shiny exteriors. Educators can bridge the gap between the abstract concept of smartphone elements and the real-world geography of their origin and impact by integrating ArcGIS geospatial software into their curriculum. A team of researchers has been working with high school teachers to infuse geospatial concepts and technologies into their teaching. One project involved a teacher using GIS to revisit his approach to teaching the periodic table: he would have his students investigate the global origins of smartphone components. This approach equipped students with essential knowledge about the materials that power their daily lives and nurtured critical thinking skills and an awareness of the environmental and ethical dimensions of technology consumption. This paper includes a description of the project and how geospatial technology was utilized, as well as a discussion on the implications and future research in this area.

Systems of linear equations and the theory of divisibility in the structure of mathematical competence of a chemistry teacher

This article is dedicated to the analysis of the role of linear algebraic models and related divisibility theory issues in the mathematical activity of a chemistry teacher. The work has investigated the place and informational-logical connections of linear algebraic models in the system of mathematical competence of a chemistry teacher and has justified its significance. Examples from the school chemistry course have been given, where systems of linear algebraic equations have been actively used both over the field of real numbers and over the ring of integers. Various scenarios for solving problems, in fact reduced to linear algebraic models, have been illustrated. Such tasks have included classic problems with many reagent components as well as setting coefficients in complex chemical equations. The advantages and disadvantages of synthetic methods using chemical reasoning and formal algebraic methods have been analyzed. It has been substantiated that the teacher needed to understand the mathematical essence of the corresponding models to generate any solution and guide the students' corresponding work. The possibility of applying the basics of number theory in teaching chemistry has been shown. An analysis of the possession of relevant mathematical skills of working chemistry teachers has been conducted. Approaches were developed to improve the level of chemistry teachers’ skills of solving and analyzing systems of linear equations with real and integer variables in the conditions of postgraduate pedagogical education of teachers. The results, obtained in the work, have shown the need for an analysis of mathematics curricula in pedagogical and classical universities, sections related to linear algebra, as well as the introduction of the basics of number theory into mathematics curricula. The need to introduce mathematical training into the system of advanced training of chemistry teachers has been proven. Possible further research on this topic is related to the active implementation of blocks of linear algebraic models into the courses of advanced training of chemistry teachers and further analysis of their effectiveness

Pre-service teacher’s perceptions about the difficult nature of physics as a mathematics embedded course in a college of education

Despite the great importance attached to physics as a core science course that aids the learning of other subjects like mathematics, chemistry, agriculture, biology, computer, geography, and other vocational subjects in high schools to upgrade their knowledge on the physical world, some pre-service teachers still see physics as a very difficult subject that only exist in an abstract form. As a result of this, some pre-service physics teachers find it a challenge when offering or teaching physics as a course in colleges of education and high schools during their teaching practice. The reasons contributing to this is not far from; poor teaching and learning approach, lack of modern practical equipment, and incompetent lecturers among many others. As a result of this, this study finds it necessary to investigate the preserve teachers’ perceptions about the difficult nature of physics as a field of study in a college of education. In achieving this, the study was conducted among some college of education students taking physics as a major or minor field of study in a college of education. And this study was carried out using a quantitative approach of data collection among the 46 students taking physics as a course in a college of education in Nigeria. The result of the finding confirmed that there is a high percentage of the participants taking physics who reported that the teaching process, adopted when learning it, lacks some vital resources, such as motivation, good practical tools, and competent lecturers among many other. As a result of this, some students have taken physics as a difficult subject

Research on Middle School Chemistry Teaching Design Based on Real Problem Situation

Research on Middle School Chemistry Teaching Design Based on Real Problem Situation

Application of Auxiliary Teaching Software in Middle School Chemistry Teaching-Taking “Chlorine and Its Compounds” as an Example

Application of Auxiliary Teaching Software in Middle School Chemistry Teaching-Taking “Chlorine and Its Compounds” as an Example

Addressing the Lacuna in Critical Thinking in Kenyan Secondary School Chemistry Curriculum

Abstract: There are numerous studies on critical thinking (CT), but very few studies have been done that relate CT dispositions especially self-efficacy in classroom theory and practice, particularly in Kenya's secondary school chemistry curriculum. This paper analyzed reports from scholars, policymakers, and the curriculum reforms for Kenyan secondary schools to establish the extent to which CT is incorporated into the curriculum. These reports were used to experiment with the standard critical thinking analysis model. The analyzed categories were used to develop key theoretical propositions for the study. Theoretical propositions formed an explanatory theory that supported the analysis. From the analysis, although education reforms recognize CT as a key skill, it is not clear how CT self-efficacy should be developed in Kenyan secondary school chemistry learners. In this paper, we argue that CT can only be realized in the Chemistry classroom if the learning approach is learner-centered as opposed to the current teacher-centered approach. CT self-efficacy indicators also ought to be infused into the secondary school education curriculum for chemistry learners to acquire CT skills.

Analysis of the Level of Difficulty and Differentiating Power of the Final Semester Assessment Made by Teachers of Class XI High School Chemistry Subjects in Cirebon in the Odd Semester of the 2022/2023 School Year

This study aims to determine the quality on the Odd Semester Final Assessment (PAS) of Grade XI Chemistry Subjects in SMAs in the Cirebon Region for the 2022/2023 Academic Year. This research is a quantitative description research with data collection methods using document analysis to obtain data. The sample of this study was grade XI students. Quantitative research was conducted with the help of the ANATES software program version 4.09. the results showed: (1) In terms of Distinguishing Power, the highest value is in school E (77%) and the lowest value is school C (50%). (2) In terms of Level of difficulty there is a proportional comparison in school B with a ratio of 3:5:2.

Work Experience in Studying the Topic “Chemical Properties of Salt” in a Secondary School Chemistry Course

The school chemistry course contributes to formation of worldview ideas, thinking skills and creative abilities of students. To determine the content of the topic “Chemical properties of salts” in a chemistry course in high school. Research materials and methods: teacher shows demonstration experiments explaining the properties of salts, and invites students to write molecular, complete and abbreviated ionic equations for salt reactions. The solubility chart helps students to understand the course of substitution reactions that result in the formation of soluble salts. Finding out the influence of metals on salts, students conclude that metals which do not react with water displace metals on the right side of the order from solutions of their salts.

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.

EMMAs: Implementation and Assessment of a Suite of Cross-Disciplinary, Case-Based High School Activities to Explore Three-Dimensional Molecular Structure, Noncovalent Interactions, and Molecular Dynamics.

Students frequently develop misconceptions about noncovalent interactions that make it challenging for them to appropriately interpret aspects of molecular structure and interactions critical to myriad applications. We hypothesized that computational molecular modeling and visualization could provide a valuable approach to help address these core misconceptions when students are first exposed to these concepts in secondary school chemistry courses. Here, we present a series of activities exploring biomolecular drug-target interactions using molecular visualization software and an introduction to molecular dynamics methods that were implemented in secondary school classrooms. A pre- and postsurvey approach that incorporated Likert response type, written free response, and drawing-based items demonstrated that students gained an enhanced conceptualization of intermolecular interactions, particularly related to aspects of shape complementarity, after completing the activities. Students also expressed increased comfort with and facility in utilizing different three-dimensional representations of molecules in their postsurvey responses. The activities led to an increased appreciation of interdisciplinary connections of chemistry with mathematics and physics. Overall, the modular activities presented provide a relatively time-efficient and accessible manner to help promote an understanding of a traditionally challenging topic for beginning chemistry students while introducing them to contemporary research tools.

An Investigation of Science And Mathematics Teachers’ Thoughts on STEM Education

This study examines the views of high school physics, chemistry, biology, and mathematics teachers on STEM education. The research uses a phenomenological research design. The sample involved three public high schools and eight teachers. Participants had prior experience and knowledge of STEM education. The experience of the participating teachers ranged from approximately 9 to 30 years. Data for the study were collected using a semi-structured interview form. The interview form consists of eight questions. As a result of the analysis of the interviews, 8 themes and 67 codes were categorized. Results reveal that the implementation of STEM will greatly contribute to the development of students and teachers. Many teachers think that STEM applications will be extremely effective in creating an environment where teachers can be motivated, develop projects and discover their students’ talents. Results show that many teachers do not get enough information about STEM seminars held at universities. In addition, it reveals that teachers have problems with time, equipment and classroom control during STEM practices.