Topics In Chemistry Research Articles

The Effectiveness of Blended Learning on Critical Thinking Skills Among Secondary School Students in Chemistry Subject

The Effectiveness of Blended Learning on Critical Thinking Skills Among Secondary School Students in Chemistry Subject

ARPocketLab—A Mobile Augmented Reality System for Pedagogic Applications

The widespread adoption of digital technologies in educational systems has been globally reflecting a shift in pedagogic content delivery that seems to fit modern generations of students while tackling relevant challenges faced by the current scholar context, e.g., progress traceability, pedagogic content fair access and intuitive visual representativeness, mobility issue mitigation, and sustainability in crisis situations. Among these technologies, augmented reality (AR) emerges as a particularly promising approach, allowing the visualization of computer-generated interactive data on top of real-world elements, thus enhancing comprehension and intuition regarding educational content, often in mobile settings. While the application of AR to education has been widely addressed, issues related to performance interaction and cognitive performance are commonly addressed, with lesser attention paid to the limitations associated with setup complexity, mostly related to experiences configurating tools, or contextual range, i.e., technical/scientific domain targeting versatility. Therefore, this paper introduces ARPocketLab, a digital, mobile, flexible, and scalable solution designed for the dynamic needs of modern tutorship. With a dual-interface system, it allows both educators and students to interactively design and engage with AR content directly tied to educational outcomes. Moreover, ARPocketLab’s design, aimed at handheld operationalization using a minimal set of physical resources, is particularly relevant in environments where educational materials are scarce or in situations where remote learning becomes necessary. Its versatility stems from the fact that it only requires a marker or a surface (e.g., a table) to function at full capacity. To evaluate the solution, tests were conducted with 8th-grade Portuguese students within the context of Physics and Chemistry subject. Results demonstrate the application’s effectiveness in providing didactic assistance, with positive feedback not only in terms of usability but also regarding learning performance. The participants also reported openness for the adoption of AR in pedagogic contexts.

Effects of Blended Learning Through Lab-Rotation (BLLR) Model on Motivating High School Students to Learn Chemistry Subject

Effects of Blended Learning Through Lab-Rotation (BLLR) Model on Motivating High School Students to Learn Chemistry Subject

How do Chinese and Egyptian science textbooks differ? A cross-country comparative research

Textbooks have a crucial role in shaping students' knowledge, behaviors, and attitudes in different school subjects. This study compares the structure and content of science textbooks of grade nine in Egypt and China to reveal the common and different features in the textbook design. It opts for a horizontal analysis of four science textbooks in the associated countries. The results revealed that the distribution of science subjects has partial similarities to some extent among the preparatory stage between the Chinese and Egyptian science textbooks besides the overlapping in the associated topics, presenting Biology as a common subject of interest. Moreover, the number of activities distributed within units and subjects have the highest shares in the Chinese textbooks, and most of the activities in the Egyptian textbooks focused on Chemistry and Physics subjects. In addition to the structure analysis, this study also explored the textbooks content in both countries, covering three dimensions: (1) cognitive expectations, (2) learning goals, and (3) efficiency of illustration. The results provide valuable insights for textbook designers and curriculum developers to enhance the quality of science curricula and textbooks. Therefore, the study recommends considering instructional design and lesson plans when distributing the learning activities and developing international standards for designing school science textbooks.

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

X-ray radiation damage cycle of solvated inorganic ions

X-ray-induced damage is one of the key topics in radiation chemistry. Substantial damage is attributed to low-energy electrons and radicals emerging from direct inner-shell photoionization or produced by subsequent processes. We apply multi-electron coincidence spectroscopy to X-ray-irradiated aqueous solutions of inorganic ions to investigate the production of low-energy electrons (LEEs) in a predicted cascade of intermolecular charge- and energy-transfer processes, namely electron-transfer-mediated decay (ETMD) and interatomic/intermolecular Coulombic decay (ICD). An advanced coincidence technique allows us to identify several LEE-producing steps during the decay of 1s vacancies in solvated Mg2+ ions, which escaped observation in previous non-coincident experiments. We provide strong evidence for the predicted recovering of the ion’s initial state. In natural environments the recovering of the ion’s initial state is expected to cause inorganic ions to be radiation-damage hot spots, repeatedly producing destructive particles under continuous irradiation.

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.

고교학점제에서 과학 선택 과목의 경향성 분석

Objectives This study investigated and analyzed the tendency of students to choose subjects and the tendency of chemical academic achievement according to science subject selection in the high school credit system. Methods For six months, from March to August 2020, 339 sophomores of S High School located in Gyeongnam were surveyed and analyzed for their perception of subject selection. Among them, a questionnaire was devel-oped to find out the perception of the content of chemistry subjects, and a questionnaire was conducted on 78 people who agreed to participate in the study. In order to analyze the tendency of chemical academic achievement according to science subject selection in the high school credit system, descriptive statistics, cross-analysis, and nonparametric tests were performed with the SPSS 28 program. Results Students selected many of the science elective subjects in the order of 'Chem-Phys-Bio,' 'Chem-Phys-Earth,' and 'Chem-Bio-Earth.' In the content and concept of the Chemistry I subject, students were found to have difficulty understanding concepts such as 'mole,' 'chemical reaction formula,' 'orbital,' etc., and the 'Chem-Phys-Earth' subject group was found to have the most difficulty in understanding the concept of 'mole.' In addition, in the comparison of achievement by elective subject group, the 'Chem-Phys-Bio' subject group showed the highest chemical academic achievement and the 'Chem-Phys-Earth' subject group showed the low-est achievement. Conclusions In the high school credit system, students chose the Science I course independently, but many stu-dents were found to have insufficient understanding of the basic concept of Chemistry I. Therefore, in terms of understanding the concept of chemistry, it is essential to design a teaching-learning process by level so that stu-dents can better understand the basic concept of Chemistry I in the high school credit system.

A TUDOMÁNYOK FEJLŐDÉSE AZ OLMÜTZI EGYETEMEN A 17-18. SZÁZADBAN

The Jesuits founded a grammar school in Olomouc in 1566, adding a philosophy faculty in 1576 and a theology faculty in 1582. The document describing the Jesuit educational system, Ratio et institutio studiorum, divided education into three stages, the highest of which was called studia superiora, and included philosophy and theology. From the second year onwards, students studied mathematics, astronomy and geography, and in the third year, from 1637 onwards, ethics. The Jesuits did not pay much attention to the teaching of the natural sciences, as these subjects undermined the authority of the Church and contradicted fundamental Church dogma. As a result, in the second half of the 17th century and the early 18th century, only very sporadic research and education in the sciences developed. Nevertheless, the University of Olomouc did have professors engaged in mathematical, physical and astronomical research, including a number of foreign-born scientists. In scholastic disputations, topics approved by the ecclesiastical authorities, mostly controversial, were discussed. Nonetheless, we do find here scientific topics in philosophy, biology, chemistry, physics and mathematics, although not in as large a number as would have been desirable.

Band Chemistry: Interpersonal and Group Dynamics in Rock Music

ABSTRACT The subject of band chemistry, or the interpersonal and collective dynamics within a rock band and their effects on longevity and musical creativity, has received little explicit scholarly attention. Drawing primarily on the words of musicians, this paper explores band chemistry in all its fragility and fickleness, easily disrupted and occasionally fortified by the ever-evolving interpersonal relationships of band members, commercial success or not, management and managerial change, producers, life on the road, drug and alcohol abuse, and the distribution of writing credits and royalties, among others. The paper argues that the intangible quality of band chemistry is most responsible, for good or bad, for the longevity of bands, and a major factor in their creativity while together.

The Influence of Problem Based Learning and Discovery Learning Models on Student Learning Outcomes on Chemical Bonding Material

The aim of this research is to find out how the Problem Based Learning and Discovery Learning learning models differ on student learning outcomes on chemical bonding material.. From the results obtained, namely tcount>t table (5.63<1.66). From the results of the average posttest score compared with the average KKM score for chemistry subjects, there is a significant influence of the Problem Based Learning learning model on student learning outcomes in chemical bonding material, namely (87.5 > 75), and there is also a significant influence Discovery Learning learning model on student learning outcomes in chemical bonding material, namely (81.29>75). And based on the posttest scores, namely (87.5> 81.29), the learning outcomes of students in the Problem Based Learning learning model on chemical bonding material were higher than the learning outcomes of Discovery Learning on chemical bonding material.

The Influence of Process-Oriented Guided Inquiry Learning on Eleventh Grade Students’ Chemical Literacy

This study is driven by Indonesia’s low scientific literacy, as indicated by its PISA score. The deficiency in chemical literacy is attributed to the ineffective and limited application of learning models. Its objective is to assess the impact of the Process-Oriented Guided Inquiry Learning (POGIL) model on students’ chemical literacy regarding salt hydrolysis. Conducted in May 2023 at a public high school in Jakarta, the study employed a quasi-experimental design, randomly assigning two sample classes, XI MIPA-1 as the experimental group and XI MIPA-3 as the control group, using the flipping coin method. Each class comprised 36 students. The chemical literacy assessment utilized multiple-choice tests, and data analysis was performed via t-test. The findings demonstrated that POGIL positively influenced students’ chemical literacy in salt hydrolysis among grade 11 students, suggesting its effectiveness in enhancing chemical literacy. Consequently, it is suggested that educators adopt the POGIL model to improve students’ chemistry literacy across various chemistry topics based on these results.

The Impact of Small-Group Peer Learning on High School Students’ Social-Cognitive Outcomes

This research aims to investigate the effect of small-group peer learning (SGPL) on 10th-grade students’ social cognitive outcomes (SCO). Seventy-two students who were selected as samples attended the chemistry subject for five weeks in a public high school in Jakarta, Indonesia. In a quasi-experimental design, two intact classes were recruited and randomly assigned as the experimental and control groups by flipping a coin. Students’ SCO was obtained from the Social Cognitive Outcomes Questionnaire (SCOQ). The SCOQ consisted of 3 constructs: self-efficacy (8 items), self-regulation (10 items), and avoidance of unrelated memorizing (3 items). The obtained data was analyzed using an independent sample t-test and paired sample t-test. The result of the t-test revealed that SGPL has positive effects on students’ SCO. It can be concluded that there is a positive effect of SGPL on students’ SCO. In other words, SGPL is effective in developing students’ social cognitive outcomes. Based on this finding, teachers are recommended to use the SGPL method in order to promote students’ SCO.

A JOURNEY INTO THE THRILLING DEPTHS OF CHEMISTRY THROUGH GAMIFICATION

In the realm of Pre-Diploma in Science education, cultivating an engaging and interactive learning environment stands as a pivotal factor for student success. Acknowledging the centrality of science as a core subject, this study investigates the potential of gamification to enrich the learning experience and enhance scientific thinking skills among students. The primary objectives involve assessing the impact of CHEM-XPLORACE, a gamified science activity, on students' motivation and learning in the Chemistry subject. Specifically, the study aims to explore students' responses to the integration of gamification in science education. Data were collected from 70 Pre-Diploma in Science students at a branch of Universiti Teknologi MARA, employing a combination of observation and questionnaire survey. Through their participation in CHEM-XPLORACE activities, students' experiences, perceptions, and learning outcomes were systematically gathered and analyzed. The findings uncovered a positive correlation between the implementation of CHEM-XPLORACE and heightened student enjoyment and motivation in learning science, particularly Chemistry. Moreover, students reported an enhancement in their ability to retain scientific facts and knowledge, attributed to their engagement in the gamified activities. The observed increase in motivation and learning outcomes underscores the effectiveness of gamification in Chemistry teaching and learning. The incorporation of interactive and enjoyable elements in learning environments can contribute to a more positive attitude towards science, fostering a deeper understanding of the subject matter. The study recommends educators consider integrating gamification strategies to enhance science education in Pre-Diploma programs.

Socio-Scientific Issues-Based Learning: The Effect on High School Students’ Metacognitive Skills

Metacognitive skills are fundamental skills that students need to face challenges in the 21st century. However, previous research reported that students’ metacognitive abilities tend to be low. This study seeks to explore how socio-scientific issues-based learning (SSIBL) impacts the metacognitive abilities of 11th-grade students. Quantitative data was gathered from a sample of 72 students (28 male, 44 female) studying chemistry at a public school in Jakarta, Indonesia. Employing a quasi-experimental design, two classes were randomly assigned as experimental and control groups using a coin flip method. The students’ metacognitive skills were evaluated using the Metacognitive Activities Inventory (MCA-I), and the data was analyzed using independent and paired sample t-tests. The findings indicate that SSIBL positively affects students’ metacognitive skills, suggesting its effectiveness in enhancing these skills. This research underscores the potential of SSIBL to be integrated into various subjects in Indonesian secondary education, including chemistry. It offers students hands-on learning experiences, fostering problem-solving, decision-making, and knowledge construction. Hence, educators are encouraged to adopt SSIBL to bolster students’ metacognitive skills across different chemistry topics.

Boosting Critical Thinking Skills: Applying the Dilemma Stories Approach with the 5E Learning Cycle in Buffer Subject Education

This study explores the impact of the Dilemmas approach, rooted in transformative learning, on enhancing critical thinking skills in buffer chemistry subjects among high school students. Employing a mixed-methods design and purposive sampling, the research involved 34 eleventh-grade students from SMAN 1 Surakarta. The implementation of dilemma stories integrated with a 5E learning cycle was scrutinized using various data collection methods, including observations, student reflective journals, pretest-posttest assessments, the Constructivist Chemistry Values Learning Environment Survey (CCVLES), and interviews. Observations assessed the application of the dilemma stories and the 5E learning cycle. Pretest-posttest evaluations measured changes in students' critical thinking abilities, while reflective journals and CCVLES questionnaires captured students' perceptions of their critical thinking skills and their learning experiences. Interviews were conducted to validate the findings from the tests, journals, and questionnaires. Data analysis involved reduction, display, and conclusion-drawing techniques. The findings suggest that the Dilemmas approach significantly fosters students' ability to think critically and apply chemical concepts practically. This was evidenced by students' analyses of dilemma stories and responses in interviews, CCVLES questionnaires, and reflective journals, indicating a deeper engagement with and understanding of the subject matter through this innovative learning strategy.

The Relationship between Concept Perception and Student Achievement in the Subject Area of Chemistry in Science

Science education has undergone many reforms since the past to improve the learning and teaching process. Teachers' knowledge and motivation, and teachers' teaching techniques, determine how students understand science concepts. In the journey of taking students to innovations in education, the teacher who provides science education in the classroom has a great responsibility (Research and Development Branch, 2017). It is also necessary to identify the problems faced by students in building science education. The analysis of the examination department's results and evaluation reports shows that compared to other subjects, the minimum mark is obtained for the science subject. The Sri Lanka Examination Department's 2017 G.E.C. (G.E.) evaluation report also shows that among the three fields of science, biology, chemistry, and physics, the facility for the field of chemistry is low. For this reason, it was the main interest of this research to find out the correlation between student performance and conceptual understanding of students who learn the content of the chemistry subject of the science subject. For that purpose, the size of the sample was determined using the table of determination of the sample size presented by Krejcie & Morgan (1970) and the correlational study research strategy using 400 students of 08 secondary schools in the Kegalle district of Sri Lanka selected through a cluster random sampling method as the sample. The research was conducted using a quantitative design. For this, Katerina Salta & Chryssa Tzougraki (2004) used an aptitude test set according to the Liket scale and a structured type of achievement test set according to Bloom's classification to find out the level of concept perception of 11th grade students in a school in Greece. A control test was administered to 10% of the research instrument sample. By analyzing the data collected, the research instruments were standardized. Then by giving the research equipment to the main sample, the collected data was analyzed, and conclusions were drawn from the data interpretation. Here, a positive correlation of Pearson correlation coefficient (r= + 0.720) was found between students' conceptual understanding and student achievement. It was recognized that appropriate student-centered methods should be used in the learning and teaching process as student achievement increases when students' conceptual understanding increases.

Pedagogical content knowledge about the sustainability of high school chemistry and biology teachers

AbstractPedagogical content knowledge is specialised knowledge resulting from the practice and experience of the teacher in the classroom. This research aims to analyse teachers’ thinking based on the study of this knowledge and its application to sustainability in teachers who teach the subjects of chemistry and biology at the high school level in Mexico City. The methodology was a multiple case study of ten in-service high school chemistry and biology teachers. The results made it possible to analyse the teachers’ thinking about teaching sustainability in the context of biology and chemistry about the following central topics: ecological balance, natural resources, biodiversity, ecosystems, environment, energy, climate change, and pollution. It was possible to obtain information about how teachers understand teaching–learning processes for sustainability, their knowledge about the topics analysed, the strategies used, the representations and the different evaluation activities they use, and the difficulties that arise when teaching sustainability in their classes.

Development of Website Learning Media (Mobirise) Based on Guided Discovery Learning on High School Chemistry Subjects

This study aims to develop website learning media (mobirise) based on guided discovery learning on high school chemistry subjects to increase students' understanding and interest in learning buffer solution material. This study used the research and development method with the ADDIE model, which includes five research stages: design, development, implementation, and evaluation. The data collection techniques in this study were interviews, validation sheets, and student response questionnaires. The data obtained were then analyzed qualitatively and quantitatively. The result showed that validation results by material experts and media experts with a percentage of 100% with category very valid. The results of the assessment of the three reviewers received an average score of 89.4, an ideal level of 89.4%, with a very good category. The results of 30 students' responses showed an average score of 92.3 and an ideal percentage of 92.3% with a very good category, so learning media based on guided discovery learning can be feasible for learning.

Development of Interactive Multimedia on Electron Configuration Concept

Interactive multimedia has an important role in the learning process. The interactive multimedia presented the learning material in various forms and supported students’ understanding of those who have different learning styles. To help students understand the topic and to facilitate students’ learning style the PeT-EFig is developed. PeT-EFig (periodic table and electron configuration) as interactive multimedia which supported students’ understanding of electron configuration concepts. The objectives of this study were a) to determine the feasibility of PeT-EFig, and b) to determine the response of chemistry teachers and students of PeT-EFig as interactive multimedia. The research method used is research and development (RD) using the ADDIE model with five stages: analysis, design, and development stages. However, the research was only conducted up to the development stage due to time constraints. Based on the result, PeT-EFig is considered very suitable by the experts with 96 and 95% respectively. Likewise, teachers at SMA Muhammadiyah 1 Pontianak who teach chemistry subjects, stated that they strongly approved PeT-EFig as interactive multimedia on electron configuration 96%. Additionally, students also provided very positive feedback on the PeT-EFig through a small-scale trial involving 15 students with an average percentage of 87% for each aspect. Similarly, when a large-scale trial with 40 students, the final percentage score for each aspect was found to be 87%. The result indicated that the PeT-EFig could assist teachers in delivering the concepts and help students understand the electron configuration and atomic structure