Secondary School Chemistry Curriculum Research Articles

Yükseköğretim Kurumları Sınavında Yer Alan Kimya Sorularının 2018 Yılı Kimya Dersi Öğretim Programı Kazanımlarına Göre Analizi

Bu çalışmada, 2019-2021 yıllarında TYT (Temel Yeterlilik Testi) ve AYT (Alan Yeterlilik Testi) sınavlarında yer alan kimya testi soruları 2018 yılı Ortaöğretim Kimya Dersi Öğretim Programı’nın kazanımları açısından analiz edilmiş ve sınavların kapsam geçerliliğinin konu boyutu açısından değerlendirmesi yapılmıştır. Çalışma kapsamında 21 tanesi TYT ve 39 tanesi AYT olmak üzere toplam 60 soru analiz edilmiştir. Çalışma sonunda TYT kimya testi sorularının büyük oranda 9 ve 10. sınıf kazanımlarından hazırlandığı görülürken, AYT kimya testi sorularının ağırlıklı olarak 11 ve 12. sınıf kazanımlarından hazırlandığı belirlenmiştir. TYT-2019 kimya testi sorularının 2018 yılı Kimya Dersi Öğretim Programı toplam kazanımlarının %11,8’ini, TYT-2020 ve TYT-2021 kimya testi sorularının sırasıyla programın tüm kazanımlarının %13,4’ünü ve %8,7’sini kapsadığı tespit edilmiştir. AYT-2019, AYT-2020 ve AYT-2021 kimya testi sorularının sırasıyla 2018 yılı Kimya Dersi Öğretim Programı toplam kazanımlarının %22,0; %18,1 ve %17,3’ünden hazırlandığı belirlenmiştir. Ayrıca “Doğa ve Kimya”, “Enerji Kaynakları ve Bilimsel Gelişmeler” ünitelerinin kazanımlarından 2019-2021 yılları arasındaki YKS sınavlarının tamamında kimya testlerinde hiçbir soruya yer verilmediği gözlemlenmiştir. AYT-2019 ve AYT-2020 sınavlarının kimya testlerinde en fazla sayıda kazanıma yönelik soru hazırlanan ünitenin “Kimyasal Tepkimelerde Denge” olduğu belirlenmiştir.

Comparison of Turkey and Kosovo Secondary School Science Curriculum in the Context of Chemistry Learning Area

In this study, Turkey and Kosovo secondary school science curricula were compared in the context of chemistry learning area and it was aimed to analyze the similarities and differences in terms of sub-learning areas, distribution of units according to grade levels, course hours, number of achievements, content and teaching techniques. In this study, in which document analysis, one of the qualitative rese-arch methods, was used, written and printed science programs of both countries were considered. As a result of the study, it is seen that the lower secondary education (secondary school) chemistry curricu-lum in Kosovo is numerically higher than the Turkish secondary school chemistry curriculum in terms of the distribution of units and units, course hours and achievements. In Turkey, at the secondary school level, chemistry is included in the natural science group, and the subjects include spiral learning, a low number of achievements, process-oriented constructivist and competency skills are tried to be gained. In terms of teaching techniques, partially similar techniques and methods are applied in both countries. Rapid advances in science and technology, occurring innovations and developments in the world are directly proportional to the higher quality of science education programs. In addition to this, it is thought that the participation of the Ministry of National Education's educational investments and projects in Kosovo within the scope of agreements between the two countries, which have historical and kinship ties with Turkey, and comparing the curriculum of Kosovo with the curriculum of develo-ping countries such as Turkey, will contribute to the curriculum of Kosovo by comparing the curriculum of Kosovo with the curriculum of developing countries such as Turkey.

Performance Evaluation of Senior Secondary School Students’ Mock Examination Questions in Chemistry in Adamawa State, Nigeria

The study examined the content validity of Chemistry MOCK examination questions for senior secondary school students set by Adamawa State Educational Resource Centre (ERC), Yola. Students have been passing the MOCK examinations but unfortunately performance poorly in the subject in their final year external examination like WAEC in Adamawa State. The main objective of the study was to determine the representativeness of the topics in the senior secondary school Chemistry curriculum in the MOCK examination question papers from 2015 to 2019. Three research questions were raised and two research hypotheses formulated. An ex-post facto research design was used for the study. The population of the study comprised all MOCK examination questions in Chemistry and those involved in handling Chemistry MOCK question papers which includes both essay and objective examination questions. The research instrument used for the study was MOCK examination question papers in Chemistry in order to determine whether the contents are as indicated in Chemistry curriculum for senior secondary schools. The validity of the instrument was determined by some experts. And for the reliability of the instrument, a trial-test was conducted where a reliability index of 0.75 was obtained using Cronbach alpha. The research questions were answered using descriptive statistics while the null hypotheses were tested using Chi-square. The findings of study revealed that the content validity of the chemistry MOCK examination questions has not yet improved in order to prepare the students of senior secondary schools in Adamawa state for WAEC, NECO or NABTEB examinations.

Relationship between consciousness about environmental education concepts in secondary school chemistry curriculum and attitude of students towards environment

The study aim to investigate the relationship between consciousness about environmental education concepts in senior secondary school chemistry curriculum and attitude of chemistry students towards the environment in Kwara state. The study deploys descriptive survey design. Using Simple random sampling and Stratified proportionate sampling techniques. A sample of four hundred (400) senior secondary school science students and 16 senior secondary schools was used for the study. Two structured Questionnaires with titles” Students Attitude to Environment Questionnaire (SAEQ) and Students Consciousness towards Environment Questionnaire (SCEQ)” were developed by the researcher. The validity coefficient of SAEQ and SCEQ was 0.801 and 0.765. These were obtained using Cronbach-alpha method. Four research questions and four null hypotheses guided the study. Data collected were analysis using mean standard deviation, one way ANOVA and Pearson Product moment correlation (PPMC). The findings from the study revealed that the student environmental consciousness influenced their attitude towards the environment and, that student’s continuous exhibition of attitude towards the environment is rooted on their inadequate consciousness or knowledge of the causes and effects of environmental problems, it was recommended that Ministry of Education updates the curriculum of Senior Secondary School managing Environmental Education (EE) content.

Integrating Sustainable Development Requirements into the Secondary Stage Chemistry Curriculum in Egypt

Abstract The problem of the current research lies in the need to integrate some requirements of the sustainable development (SD) in secondary school chemistry curriculum. The research specifically seeks to answer the following question: What “requirements of sustainable development” should be taught in the secondary school chemistry curriculum in Egypt? To that end, the researcher analyzed the content of chemistry curricula in the three grades of secondary education in Egypt for the school year 2017–2018, and prepared a list of 57 SD requirements. It should be noted that fifteen requirements of sustainable development at the second-grade secondary stage were distributed into five units; the third unit included one requirement; the fourth unit comprised four requirements; and the fifth unit – one requirement. Regarding curriculum at the third-grade secondary stage, 17 requirements of sustainable development were integrated and distributed along five units.

Chemistry and Art.

This review summarizes possibilities of including scientific methods for investigation of art objects into the secondary school chemistry curriculum. We discuss methods such as X-ray radiography, infrared reflectography, neutron activation autoradiography, X-ray fluorescence, and Raman spectroscopy and provide recent examples of their use. The results obtained, especially when combined with modern digital image processing algorithms, are indeed impressive. The second part of the paper is devoted to suggestions for actual use in teaching. The activities in the classroom can be centered around scientific investigation of a single painting, properties and use of a single pigment, or utilizing parallels in the history of Chemistry and history of Art. Finally, scientific methods for detecting art fraud including actual historical examples are especially motivating for the students and various teaching activities can be designed around this aspect.

The role of green chemistry activities in fostering secondary school students' understanding of acid–base concepts and argumentation skills

In a world where environmental degradation is taking on alarming levels, understanding, and acting to minimize, the individual environmental impact is an important goal for many science educators. In this study, a green chemistry curriculum—combining chemistry experiments with everyday, environmentally friendly substances with a student-centered approach that includes student–student discussion—was tested for its potential to increase the understanding of acid–base concepts and argumentative skills. A quasi-experimental design was chosen intended to take into account teacher/school nested effects. The study involved three classes of 150 16 year old Form Four students (1 experimental,N= 50; 2 control,N= 100) from two Schools A and B serving students from the same sociocultural and economic backgrounds taught by two teachers (Teacher A in School A taught 1 experimental and 1 control; Teacher B in School B taught 1 control). An ANCOVA with a pre-test as a covariate showed a statistically significant treatment effect as measured by an acid–base concept understanding test. Additionally, qualitative analysis of an Argumentation Skill Test (AST) shows that the experimental students used higher levels of argumentation skills following treatment than their peers in the two control classes. Implications are discussed for integrating green chemistry into the secondary school chemistry curriculum to teach the content on acid–base and green chemistry as a tool to assist the construction of arguments.

Turkish Chemistry Teachers’ Views about Secondary School Chemistry Curriculum: A Perspective from Environmental Education

Teachers’ views about environmental education (EE) have been regarded as one of the most important concerns in education for sustainability. In secondary school chemistry curriculum, there are several subjects about EE embedded in the chemistry subjects in Turkey. This study explores three chemistry teachers’ views about to what extent the subjects related with EE should be integrated into secondary school chemistry curriculum at an individual level of analysis. The findings of the study indicate that there is a consensus among teachers on the inadequacy of secondary school chemistry curriculum for providing students an effective EE. However, there is an inconsiderable divergence among the teachers’ views about the placement of subjects about EE in chemistry curriculum and the integration of subjects about EE into the curriculum. Through the results of the study, policy makers and curriculum developers would gain a comprehensive insight about deficiencies in chemistry curriculum for EE from the point of view of chemistry teachers and they would have opportunity to realize the ways for the remedy of this deficiency.

Investigating the Contents of the Senior Secondary School Chemistry Curriculum that can Inculcate Entrepreneurial Skills among Students in Nigeria

Entrepreneurship or business creation and ownership has been revealed to be playing very important roles in the economic development of any country as it helps in alleviating the problem of unemployment of the citizens of the country. In this paper the contents of the senior secondary school curriculum which promotes the acquisition of entrepreneurial skills were identified. Also the different approaches that should be used in teaching chemistry to promote the inculcation of these skills were also identified. A total of fourty chemistry teachers drawn from thirty out of sixty-five government owned secondary schools and ten industrialists in Nsukka education zone constituted the sample. The instrument used was a self structured questionnaire. The results were presented on tables as well as the hypothesis tested with the t-test. The findings revealed that thirty three out of the forty eight major topics in the senior secondary school chemistry curriculum promote the acquisition of entrepreneurial skills while seventeen do not. Also the use of such approaches like field trip/excursion, laboratory work, inquiry approach, discovery approach and practical activities in teaching the contents will highly promote the inculcation of entrepreneurial skills among the students. However, there is no significant difference between scores from teachers and industrialists in the contents that can promote entrepreneurial skills by our students.

More Than Just Chemistry: The Impact of a Collaborative Participant Structure on Student Perceptions of Science

Researchers have theorized that integrating authentic science activities into classrooms will help students learn how working scientists collaboratively construct knowledge, but few empirical studies have examined students’ experiences with these types of activities. Utilizing data from a comparative, mixed-methods study, we considered how integrating a complex, collaborative participant structure into a secondary school chemistry curriculum shapes students’ perceptions of what constitutes “science.” We found that the implementation of this participant structure expanded student perceptions of chemistry learning beyond the typical focus on science content knowledge to include the acquisition of collaboration skills. This support for the collaborative construction of knowledge, in addition to the appropriation of scientific content, establishes the conditions for what science educators and scientists say they want: students who can work together to solve science problems. Radical shifts towards such collaborative participant structures are necessary if we are to modify student perceptions of science and science classrooms in ways that are aligned with recent calls for science education reform.

Greening the Chemistry Curriculum: Catching Them Young

This paper aims at advocating the integration of green chemistry principles for sustainability into the existing senior secondary or high school chemistry curriculum. Researches and training in this all important area had been targeted towards university level education and research and industry with little or no effort at inculcating the principles of green chemistry in the youngsters. Using the Nigerian Senior Secondary Curriculum as a case study for the proposed integration, it was observed that several of the contents could be made to incorporate the principles of green chemistry without much overburdening. It is the opinion of the authors that catching them young this way will yield a long term benefit of producing chemists and industrialists who would enforce greener policies and work for safer environment. This would in turn help to achieve sustainable environment devoid of prevalent environmental problems occasioned by incessant climate change and other greenhouse effects.

Nigerian Student’s Perception of Technical Words in the Senior Secondary School Chemistry Curriculum

Nigerian Student’s Perception of Technical Words in the Senior Secondary School Chemistry Curriculum

An Examination of the Change of the Junior Secondary School Chemistry Curriculum in the P. R. China: In the View of Scientific Literacy

This paper investigated the change of the Junior Secondary School Chemistry Curriculum (JSSCC) in the P. R. China over the period from 1978 to 2001. Document analysis was employed as the research method and data were collected from various versions of teaching syllabi, textbooks, and teachers' reference books published during this period. The changes of the purposes and content of the JSSCC were traced in the view of scientific literacy, which incorporates both subject matter and companion meanings in the light of the concept of ‘curriculum emphases.’ It was found that subject matter had been increasingly enlarged in its breadth but its requirements gradually decreased while companion meanings at different levels of this curriculum had been increasingly added from 1978 to 2001. On the basis of these findings it was concluded that the JSSCC had experienced a transition from being more elite to more future citizenry oriented during the period under study. Two implications of this study for science curriculum research were discussed.

Explanations for the transition of the junior secondary school chemistry curriculum in the people's republic of china during the period from 1978 to 2001

Taking the Junior Secondary School Chemistry Curriculum (JSSCC) in the People's Republic of China as a case, this paper approaches the issue of the tension between elite and future citizenry orientations in science curriculum. The changes in the JSSCC over the period from 1978 to 2001 are explained from three viewpoints: sociopolitical, individual, and international influences. Based on the data collected from curriculum documents, and interviews with people involved in designing the JSSCC over the period under study, a model is established in terms of the tension between the two curriculum orientations. In this model, it is argued that the elite and future citizenry curriculum orientations are influenced by different forces. For the elite orientation, the forces are the “science for the minority'' policy released by the nation, the subject matter centered input from the West, and a dominant role played by academic scientists. For the future citizenry orientation, the forces are the “science for the majority” policy released by the nation, the socially, personally, and culturally relevant input from the West, and an emerging dominant role played by science educators. © 2005 Wiley Periodicals, Inc. Sci Ed 89:451–469, 2005

Rationale and Approaches for Embedding Scientific Literacy into the New Junior Secondary School Chemistry Curriculum in the People’s Republic of China

Taking the recently released Junior Secondary School Chemistry Curriculum (JSSCC) in the People’s Republic of China as a case, this paper approaches the issue of how to realize the idea of scientific literacy within a secondary school science curriculum. Subject matter and its companion meanings were used as the framework to explore the embedding of scientific literacy. Two methods were employed in this study: document analyses and interviews with key informants involved in designing the new JSSCC. From the analysis of the curriculum documents relevant to the JSSCC, it is evident that the idea of scientific literacy has been reflected substantially in the new JSSCC. The embedding of scientific literacy can be explained with reference to sociopolitical background and the national curriculum policies at the macro‐level, and to the roles played by chemistry educators, in lieu of academic chemists, at the micro‐level. This paper provides an example of curriculum reform in which principles associated with scientific literacy are embedded in the formal curriculum.

Explaining Curriculum Change: Social Studies in Hong Kong

Previous articleNext article No AccessFocus on Curriculum Change in China and Hong KongExplaining Curriculum Change: Social Studies in Hong KongPaul Morris, Gerry Mc Clelland, and Wong Ping ManPaul Morris Search for more articles by this author , Gerry Mc Clelland Search for more articles by this author , and Wong Ping Man Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 41, Number 1Feb., 1997 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447414 Views: 18Total views on this site Citations: 17Citations are reported from Crossref Copyright 1997 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Shun Wing Ng, Koon Lin Wong Education for Justice-Oriented and Participatory Citizenship in a Politicized Era in Hong Kong, (Nov 2020): 867–885.https://doi.org/10.4018/978-1-7998-7706-6.ch050Liz Jackson, Timothy O'Leary Education and the Hong Kong umbrella movement, Educational Philosophy and Theory 51, no.22 (Dec 2016): 157–162.https://doi.org/10.1080/00131857.2016.1268523Dennis Fung, Tim Liang The legitimacy of curriculum development in post-colonial Hong Kong: insights from the case of Liberal Studies, Oxford Review of Education 44, no.22 (Nov 2017): 171–189.https://doi.org/10.1080/03054985.2017.1379382 Minsu Ha The History of the Korean Science Curriculum and the Introduction of the Present 2015 Science Curriculum, Journal of Research in Curriculum Instruction 21, no.33 (Jun 2017): 171–184.https://doi.org/10.24231/rici.2017.21.3.171Zafer Ibrahimoglu, Selda San Skills in Social Studies Curricula in Turkey: An Examination in the Context of Socio-Cultural Interaction, European Journal of Educational Research 6, no.22 (Apr 2017): 225–234.https://doi.org/10.12973/eu-jer.6.2.225Shun-Wing Ng, Gail Yuen Hong Kong: Social Justice and Education for Justice-Oriented Citizens in a Politicized Era, (Oct 2016): 411–433.https://doi.org/10.1057/978-1-137-51507-0_20Paul Morris, Edward Vickers Schooling, politics and the construction of identity in Hong Kong: the 2012 ‘Moral and National Education’ crisis in historical context, Comparative Education 51, no.33 (May 2015): 305–326.https://doi.org/10.1080/03050068.2015.1033169Christine Han, Jan Germen Janmaat, Tom May, Paul Morris Curriculum Patterns in Citizenship Education: A Cross-National Study, (Jan 2013): 116–138.https://doi.org/10.1057/9781137025692_6Lynn Foon Chi Yau The Arts in a Knowledge Economy: Creation of Other Knowledges, Journal of the Knowledge Economy 3, no.11 (Jul 2011): 68–87.https://doi.org/10.1007/s13132-011-0054-7Tom G. Griffiths, Lisa Knezevic Wallerstein’s world-systems analysis in comparative education: A case study, PROSPECTS 40, no.44 (Nov 2010): 447–463.https://doi.org/10.1007/s11125-010-9168-0Leung Yan‐wing, Ng Shun‐wing Back to Square One: The “Re‐depoliticizing’ of Civic Education in Hong Kong, Asia Pacific Journal of Education 24, no.11 (Mar 2004): 43–60.https://doi.org/10.1080/0218879040240105Wing-Wah Law, Wai-Chung Ho Values Education in Hong Kong School Music Education: A Sociological Critique, British Journal of Educational Studies 52, no.11 (Mar 2004): 65–82.https://doi.org/10.1111/j.1467-8527.2004.00255.xEdward Vickers, Flora Kan, Paul Morris Colonialism and the Politics of 'Chinese History' in Hong Kong's Schools, Oxford Review of Education 29, no.11 (Mar 2003): 95–111.https://doi.org/10.1080/03054980307432Paul Morris, Esther Morris Constructing the Good Citizen in Hong Kong: Values Promoted in the School Curriculum, Asia Pacific Journal of Education 20, no.11 (Jan 2000): 36–52.https://doi.org/10.1080/0218879000200104WAI CHUNG HO Hong Kong Secondary Music Education: political transition and civic education, Music Education Research 1, no.22 (Jul 2006): 171–190.https://doi.org/10.1080/1461380990010205Bing Wei, Gregory P. Thomas The Post-Mao Junior Secondary School Chemistry Curriculum in the People’s Republic of China: A Case Study in the Internationalization of Science Education, (): 487–507.https://doi.org/10.1007/978-1-4020-5908-7_26Shun Wing Ng, Koon Lin Wong Education for Justice-Oriented and Participatory Citizenship in a Politicized Era in Hong Kong, (): 133–151.https://doi.org/10.4018/978-1-5225-7110-0.ch006