Training Of Chemistry Teachers Research Articles

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

Exploring challenges and discoveries: experiences and impacts of internships in chemistry teacher training

This paper deals with the contributions, challenges, and reflections experienced during the completion of Supervised Internship II, by a student of the Chemistry Teaching degree program at the Federal Institute science and technology education of Bahia, Guanambi campus. This curriculum component is subdivided into a theoretical part through seminars and reflections on teaching activities, and a practical part structured in moments of observations and teaching practice, including an interview with the school director to analyze the physical structure and documents of the field school. These activities aim to provide moments of practice and reflection as a source of experience to equip and contribute to the training of future teachers. It was observed that the experiences during the internship allowed the student to reflect on the strategies used by her and the supervising teacher, as well as to also analyze the actions taken in order to improve her developing teaching practice.

Methodology of professional-methodical training of future chemistry teachers based on synergistic approach

This article is a study devoted to the methodology of professional and methodological training of future chemistry teachers using a synergetic approach. Synergetics in the context of education is considered as an innovative methodology that promotes the integration of various aspects of learning and teaching activities to achieve optimal results in developing the competence of future chemistry teachers. The study examines the basic principles and methods of synergetics, their applicability to the educational process, as well as specific practical approaches to organizing the professional training of chemistry teachers based on the synergetic approach.

Formation of Professional Training of Future Chemistry Teachers in the Discipline 'Analytical Chemistry'

Today, the results of training in universities that train chemistry teachers are determined on the basis of the first level of Dublin descriptors for undergraduate studies and are reflected through specific competencies. Therefore, the results of training are formed at all levels of the educational program (EP) that trains chemistry teachers, that is, at the level of a separate discipline, module. High-quality organization of the content of basic disciplines is of particular importance for future chemistry specialists to achieve special competencies. In this regard, the presented article focuses on the methodological aspects of teaching chemical disciplines that contribute to the formation of a broad worldview, a high culture of thinking, an educated person in the training of chemistry specialists at the International Kazakh-Turkish university named after Khoja Ahmed Yasawi. The purpose of our research work is a comprehensive analysis of the components of the professional competencies of the Analytical Chemistry course and preparing for future professional activity by creating a methodology that forms the general and professional competencies of the future chemistry teacher. Therefore, as the object of research work, the course “Analytical Chemistry” is taken as a basis. Features, meaningful and effective opportunities for general and professional competencies are provided, which are analyzed for its content, the place and significance of the subject in the chemical education system is determined, and is also formed when teaching other chemical disciplines. The course of the study of the problem of organizing the education system with a focus on the principles of competence was organized in the field of control, data collection, analysis of statistical data, their generalization, oral and written requests. From the results obtained, it follows that in the formation of fundamental chemical-analytical knowledge and professional motivational and value relationships among students, the presence of various tasks focused on effective teaching methods and competencies is of great importance.

Experimental competence formation in chemistry teacher training

Relevance. The research relevance is determined by the need to adapt the educational system to the rapidly changing requirements of the labour market and technological progress. Purpose. The study aims to evaluate the effectiveness of analytical chemistry training programmes in leading universities of Kazakhstan from the point of view of developing the scientific competence of students necessary for employment. Methodology. The study employs comparative, qualitative, and statistical analyses, questionnaires, surveys and observation. Results. The study examines the role of universities in training analytical specialists. The requirements of the labour market and academic institutions for candidates for positions in analytical chemistry, as well as the current state of research and development in training, were considered. The findings showed that many university graduates trained in analytical chemistry prefer not to go to work in industry or factory laboratories, but plan to stay in academia and continue their research. This indicates the need to revise curricula to better meet the requirements of the labour market and academic institutions. Problems and gaps in current programmes and methods of teaching analytical chemistry at universities in Kazakhstan have been identified. Approaches to strengthening the practical component of courses have been critically analysed, considering the current requirements and assessments of industry specialists. Conclusions. The study highlighted the high demand for qualified specialists, emphasizing that the issue lies not in the shortage of vacancies but in the level of training. The practical significance of the study lies in the fact that its results can be used to modernise the system of education in the field of analytical chemistry and improve curricula and teaching methods. This, in turn, will help to improve the quality of training of analytical chemists who will be able to meet the needs of the labour market and scientific institutions. Keywords: active learning; analysis methodology; students; specialist qualifications; researchers

Situational-methodical task as a didactic factor in the formation of methodical competence of the future chemistry teacher

The article is devoted to the problem of using situational-methodical problems in the professional training of a chemistry teacher, and its purpose is to reveal the essence of the concept of «situational-methodical problem» and justify the feasibility of their use in the process of forming the methodological competence of future chemistry teachers. The article proposes a definition of the concept of «situational-methodical task» by which we understand the designed model, which includes a set of certain conditions and circumstances of the pedagogical activity of a chemistry teacher, and necessarily contains a certain contradiction, the solution of which is aimed at students' assimilation of methodical knowledge, abilities and skills with the aim of formation of their readiness for future professional activity. Examples of situational and methodical problems are given, which are used in the process of professional training of future chemistry teachers. It was found that the solution of situational and methodological problems in the process of preparing future teachers to teach chemistry to students of general secondary education institutions will contribute to: organization, activation and motivation of students' educational and cognitive activities; implementation of a creative approach in the process of forming methodical knowledge and skills; formation of students' abilities to apply theoretical knowledge when solving certain professional situations; formation of students' abilities and skills in planning and organizing pedagogical activity in educational institutions, predicting its results and carrying out its evaluation, as well as self-evaluation of one's own activity; formation of future teachers' skills to analyze a pedagogical problem and find effective ways to solve it; prevention of methodical errors in future professional activity; implementation of the principle of professional orientation in the process of professional training by modeling a real educational situation.

THEORETICAL FOUNDATIONS OF USING WEB TECHNOLOGIES IN THE TRAINING OF FUTURE SPECIALISTS IN THE FIELD OF CHEMISTRY

The article examines the theoretical foundations of using web technologies in the training of chemistry teachers. The factors of preparation of future chemistry teachers for the use of WEB technologies during distance learning have been determined. The use of educational WEB-resources enables teachers to carry out purposeful and more effective interaction with students, organize individual educational work, introduce and deepen methodical materials from educational subjects. An analysis of the theoretical works of domestic and foreign scientists was carried out, which indicates that in the context of the study of the quality of education, there is no unambiguous methodology for the development of WEB-oriented educational systems. The use of WEB technologies is growing significantly in all spheres of human life, in particular, this applies to the sphere of education. One of the main reasons for teachers' intensive attention to the problem of implementing WEB technologies is the convenience and ease of use of existing tools for finding, creating, and using educational WEB resources. Using educational WEB resources, it is possible to greatly increase the effectiveness of the educational process, to activate the educational and cognitive and independent activities of students. In the process of his activity, the teacher has to solve tasks related to the search for available educational WEB resources, analyzing them for the feasibility of using them in the educational process and creating his own. First of all, this affects the chemistry teacher, since his profession is closely related to the use of WEB technologies. Chemistry teachers can use WEB resources for distance learning, in class and in extracurricular work. The introduction of WEB technologies into the educational process requires the development and practical use of scientific and methodological support, the creation and effective use of tools and systems of computer training and knowledge control, the systematic integration of these technologies into existing educational processes and organizational structures.

Formación de Profesores y Educación de Jóvenes y Adultos: un análisis de los cursos de Licenciatura en Química en instituciones federales en Rio de Janeiro

When discussing the exercise of teaching in basic education, the arguments linked to the specificities of early childhood education, elementary school and high school are expressive, as well as the language adaptations that must occur at each stage. EJA also requires the same premises of this debate, requiring exclusive training for teachers working in this modality. The main objective of this study is to analyze how the Licentiate Degree courses in Chemistry at the federal institutions IFRJ and UFRJ have prepared graduates to work in EJA. This research, of a qualitative nature, was developed from a bibliographic review and a documental analysis. For this, a theoretical explanation was made regarding the training of teachers for EJA, in addition to dedicating part of the work to specifically address the training of Chemistry teachers. Subsequently, disciplines aimed at education and teaching of Chemistry at the aforementioned institutions were researched and categorized. Then, having as a reference the Pedagogical Projects of the Courses and their curricular matrices, the syllabi of these disciplines were analyzed, seeking to verify how EJA has been contemplated in these degrees. As a result, it was concluded that advances in relation to the inclusion of studies on EJA in undergraduate courses are slow, through the offer of optional subjects for EJA.

The Effectiveness of the Competence Approach in the Training of Chemistry Teachers

The Effectiveness of the Competence Approach in the Training of Chemistry Teachers

Green and Sustainable Chemistry Teacher Education: Experiences from a Brazilian University

Green and sustainable chemistry education provides opportunities to comprehend and base chemistry knowledge on relevant social and historical contexts, reflecting on fairer and sustainable realities. For this purpose, this work discusses the possibilities and challenges observed during a chemistry teacher training course at a Brazilian university, analyzing how the undergraduates utilized the formative experiences provided by the discipline and how they reinterpreted them when developing didactic sequences based on socio-scientific issues. Using discursive textual analysis, we studied the self-assessments and the didactic sequences produced. The activities developed were positively evaluated by the students and provided the opportunity to create didactic sequences with potential application in schools, founded on cooperative and democratic dynamics and topics that were locally important. On the other hand, the students had some difficulties including chemistry content, mainly considering their relationship with the topics addressed. However, the process proved to be fundamental for the students to perceive themselves as teachers, in addition to provoking them toward (re)constructions and other possibilities.

Constructing a Novel E-Learning Course, Educational Computational Chemistry through Instructional Design Approach in the TPASK Framework

The educational scenario after the COVID-19 confinement presents new challenges for teachers. Technological advances require teachers to be prepared for instruction through technology, and with this, the need for e-learning courses arose to strengthen this knowledge. This article aims to describe an innovative e-learning course in Educational Computational Chemistry (ECC) for in-service chemistry teachers through an Instructional Design (ID) that allows the development of the constructs associated with the Technological Pedagogical Science Knowledge (TPASK) framework. From the literature overview, relevant findings were raised concerning ID and its potential technological support. The results indicate that an effective ID must present general elements, such as the organisation and generation of content, progress monitoring, and feedback instances. However, the stages of engagement, flexibility, and positioning are relevant elements. These design elements are linked to emerging technological tools, such as artificial intelligence for generating audiovisual material, interactive content development, and event logs. In addition, positive results are evident from the teachers who participated in the ECC e-learning course, who project the knowledge, computer skills, and learning acquired into their professional work as chemistry teachers. Based on the above, a course design for ECC is proposed with general guidelines that contribute to the continuous training of in-service chemistry teachers.

The construction of teaching knowledge from the perspective of the history and philosophy of science

The History and Philosophy of Science (HFC) can help in understanding the role of science and evidence-based research in the metascientific dimension. To this end, this text aims to analyze the relevance of HFC as the construction of knowledge necessary for the training of science/chemistry teachers, through the curricula of teacher training courses. The research was carried out in a federal public institution, located in the southeast of Goiás. Thus, we opted, in this text, for qualitative research, with an exploratory approach, with documentary procedures, through bibliographic mapping in Course Pedagogical Projects (PPCs). From the analysis of the PPCs, the teaching staff and the pedagogical approaches that make up the curriculum, we realize that the view on the importance of HFC for the training of future chemistry teachers is still restricted, as well as the contributions of this field of knowledge in the courses of chemistry teacher training.

Motivational aspects in the national curriculum guidelines: focus on the initial training of chemistry teachers

This investigation had as objective verifying the representativeness of motivational aspects in teaching guideline documents, especially in Chemistry. To do it, we adopted the sociocognitive perspective of motivation as the foundation of the analysis. In this paradigm, we considered, more specifically, the Self-determination Theory, which presupposes the autonomous quality of motivation results from the balanced interaction between the subject’s internal demands and the context in which is inserted, resulting in the well-being, interest in learning and improve in academic performance. In face of this, we analyzed the Diretrizes Curriculares Nacionais (DCNs) of Teacher Training and of Chemistry Teachers, and also Projetos Pedagógicos de Cursos (PPCs) of Chemistry Graduation of two Federal institutions of Higher Education in Manaus. With this objective, we departed from a protocol of Document Analysis, systematizing the data from the Discursive Textual Analysis. The results demonstrated good representativeness of the motivational aspects analyzed in the DCN/2019, and a lack of socioemotional politics in the DCN of Chemistry teacher training and PPCs. About the latter, there is a pressing need of them being updated and effectively dialoguing with the current needs in Basic Education, presenting guiding principles which involve the motivation and formative needs harnessed to the socioemotional practices. Lastly, we highlighted the relevance of the study, to generate reflections and subside understanding about the motivation in the formation of Chemistry teachers, collaborating to the debate about subjects turned to the psychological well-being during the teacher training and actuation.

Inclusive education in chemistry teaching: paths to meaningful learning

Inclusive education is necessary to include all citizens in school and society, providing quality and dynamic education can transform and change the lives of many disabled students. It is clear that education in our country needs adjustments so that quality education reaches all students, without exclusion. Therefore, the following work is based on a bibliographical review on the training of chemistry teachers, continuing training, regarding inclusive education and also on teaching methodology, as methods and mechanisms can facilitate the understanding of programmed content and make education meaningful. . Despite the difficulties in training and applying these methodologies, it is important that teachers and the pedagogical coordination of each school environment seek alternative methods and include inclusive education as a pedagogical objective. Inclusion is the easiest way for the disabled to remain inserted in the whole of society, whether in the labor field as well as in personal life.

Training of Future Chemistry Teachers by a Historical / STEAM Approach Starting from the Visit to an Historical Science Museum

The visit to a scientific historical museum represents a great opportunity for future science teachers to develop educational activities and effective laboratories for high school and first year undergraduate students. In this paper, a pilot educational project experimented in the frame of the course of ‘Fundaments and methods of chemistry education’ held at the University of Pisa (Italy) during the academic year 2019-2020, aimed to train future chemistry teachers, is described. The main steps of the project, from the visit to the Museum ‘Galileo’ in Florence (Italy) to the design of educational hands-on activities by the undergraduate students, are discussed. Emphasis will be given to the role of historical scientific collections, such as the Galilean thermoscopes and other historical thermometers’ collection, in stimulating the creativity and higher order thinking skills.

Development of digital and science, technology, engineering, and mathematics skills in chemistry teacher training

Citizens of the twenty-first century use specific skills to solve real-life problem situations, propose interdisciplinary solutions, and sustainably solve their communities’ socio-scientific and technological problems, locally and globally. Science, technology, engineering, and mathematics (STEM) education is an integrated and interdisciplinary teaching-learning space. STEM careers are subject to gender gaps in terms of access to higher education, and only a quarter of female students follow a STEM career. Moreover, later in their professional careers, women often obtain lower salaries and income in the STEM professions. STEM education seeks to actively engage students by incorporating technologies into teaching-learning processes since, favoring searching, analysis, solution, and simulation of socio-scientific problems. The latter has become highly visible during the pandemic caused by COVID-19, particularly in emergency remote education measures. Information and communication technologies (ICT) plays a role in online education, either via the knowledge involved in school curricula or an understanding of how the pandemic has evolved. This is a triple task for professors since they must have the right skills to train citizens of the twenty-first century, build new stimulating learning spaces for their highly technologized students, and develop these skills in their students. This article reviews the concepts associated with digital and STEM skills by analyzing a case study, exploring the perception of students in terms of their development of these competencies, and the commitments required in the study plans made by a Professor of Chemistry in a Chilean state university. A mixed investigation was undertaken, considering three phases with different methodologies. The first phase consisted of a bibliographic study, comparing both the digital and STEM skills of several organizations in Chilean education (UNESCO, MINEDUC, and ISTE). ISTE was used as the basis of the applied questionnaire to establish coherence in the dimensions coming from different reference frames. A second phase refers to the analysis of the study plan programs associated with STEM, ICT, and chemistry teaching, through an Analysis Matrix of Aprioristic Categories. In a third phase, the development of digital skills in undergraduate Chemistry students and professors were evaluated through the Digital Competence Questionnaire of Higher Education Students. Based on UNESCO information, the STEM competencies address both the content and its application to problems related to STEM careers in a manner consistent with the training model for science and chemistry teachers. In the case of digital skills, UNESCO integrates international reference frameworks respecting each country’s laws, enabling them to adapt them. In Chile, MINEDUC focuses on teachers’ use of digital tools to improve the teaching-learning processes of students; and ISTE is focused on the skills of higher education. The analysis of the study programs shows that students’ digital skills do not meet the requirements of the Chilean Ministry of Education (MINEDUC). However, the programs enhance more complex cognitive levels when the curricula advance, promoting STEM skills. The digital competence questionnaire for higher education students (CDAES) survey showed a development proportional to the curricular pursuit of the students where, in the first year of the degree, the students declare positive answers in 60.5% of the items consulted. This trend increases in the second and third years (90.7% of positive answers) and the fourth and fifth years (93.0 and 95.4% of positive answers). It remains a challenge to develop skills to design, create or modify technological educational media that promote the use of digital and STEM skills. In conclusion, this research proposes digital and STEM skills for teacher training, discussing the relevance of their integration in STEM teaching and learning. The teacher training curriculum does not have an explicit association with digital and STEM skills, although it addresses the skills required by national and international benchmarks. However, the students indicate positive attitudes toward the digital skills developed progressively during their training as teachers. As future Chemistry teachers, they value the development of digital teaching skills that allow them to address the challenges that arise in the classroom and thus promote the appreciation of STEM careers, which helps form citizens with more sustainable intentions.

МЕТОДИЧНІ АСПЕКТИ ВИКЛАДАННЯ ДИСЦИПЛІНИ «ФІЗИЧНА І КОЛОЇДНА ХІМІЯ» ДЛЯ МАЙБУТНІХ ВЧИТЕЛІВ ХІМІЇ

Teaching would-be teachers of Chemistry disciplines should be specific due to the necessity of practice aimed training of would be professional teachers. Wholesome methodological training of professional Chemistry teachers can be provided by strengthening professional and pedagogical aiming of studying fundamental Chemistry disciplines. Implementation of this idea means development of the methods of professionally oriented studies of the courses of Chemistry disciplines and the course of Physical and Colloid Chemistry in particular. This approach provides shaping would be Chemistry teacher’s professionally significant competences, contributes to training professionals beginning with the freshmen years. From the point of view of would be Chemistry teacher training not only student professional competences should be shaped but also attention should be paid to methodological aiming in teaching it. While studyingbases of Physical and Colloid Chemistry, along with classical teaching methods special attention is paid to teaching methods, which are professionally aimed, which makes it possible to shape both competences in the field of the studied discipline and methodological competences necessary for would be Chemistry teachers. In the article key, general professional, special subject and subject methodological competences are identified, which are shaped at competence aimed teaching of Physical and Colloid Chemistry. Examples are given of shaping methodological competences in the lecture course, laboratory practice as well as during extracurricula work. Attention is paid to the application of the technology of tutor accompaniment of students, or mutual teaching principle, while doing the course of Physical and Colloid Chemistry, tasks for the tutor are offered, which are clearly professionally and methodologically aimed. Professional and methodological aiming of the course of Physical and Colloid Chemistry accompanied by fundamental training creates conditions for more successful development of professional competences. At the same time it promotes wholesome, system training of students, makes it possible for them to master the Methods of Chemistry material better and to feel at ease during school teaching practice.

ANALYSIS OF OPINIONS AND DIFFICULTIES EXPERIENCED BY BASIC EDUCATION TEACHERS IN CHEMISTRY CLASSES DURING REMOTE EMERGENCY TEACHING

This research has as main objective to analyze the perceptions of Chemistry teachers in relation to the methodologies and main difficulties faced by them during remote emergency teaching in Ceará. This monographic work is important for registering this historic moment in education and consequently in the lives of teachers and in the teaching-learning process. the research reaffirms the importance of planning and executing classes, with emphasis on the discipline of Chemistry. Data collection took place through a form via Google forms with ten teachers, seeking to understand the main difficulties and teaching methodologies in the face of this form of teaching with a look at learning expectations with the return of face-to- face teaching in educational institutions. Chemistry teachers described their routines during this period, such as the workload that always exceeded that expected by schools, the lack of student participation in synchronous classes, it was reported on the support they had from the Ceará state secretariat to carry out classes during this period. Teachers report the difficulties encountered in adapting the tools available in a short period of time. The analysis of the obtained data was made from theoretical references that have as objective the implementation of information and communications in front of the teaching of Chemistry and of official documents that regulate the teaching. In view of this, it is expected that this research may offer reflections on training of future Chemistry teachers, as well as the need for continuing education for teachers already working in education, with emphasis mainly on technologies during Chemistry classes.

EXPERIMENTAÇÃO ARTICULADA ÀS TECNOLOGIAS DIGITAIS DE INFORMAÇÃO E COMUNICAÇÃO: PROBLEMATIZAÇÕES DE CONHECIMENTOS NA FORMAÇÃO DE PROFESSORES DE QUÍMICA

EXPERIMENTATION RELATED TO DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES: PROBLEMATIZATIONS OF KNOWLEDGES IN THE TRAINING OF CHEMISTRY TEACHERS. Currently, there is a great diffusion of Digital Technologies of Information and Communication (DICT) in society in general and in schools in particular. Thus, the objective of this work was to investigate knowledge explained by 13 undergraduates in Chemistry, in the development of a training process in a given curricular component, about the articulation between experimental activities and DICT in Chemistry Teaching that can be characterized as constituents of a real effective and of a maximum possible consciousness, in order to identify possible learning. As a source of qualitative information, a portfolio produced by the undergraduates during the curricular component is constituted. This portfolio was submitted to the Discursive Textual Analysis procedures. The analyses, based on the progressive theoretical framework of the Brazilian educator Paulo Freire, pointed to different levels of awareness regarding the experimental activities linked to the DICT. For example, the undergraduates explained knowledge that questioned the use of DICT articulated with experimental activities as a way to unconditionally promote student learning. This was interpreted, to some extent, as a collaboration of the formative process adopted in a dialogical-problematizing approach.

ІНТЕРАКТИВНІ МЕТОДИ НАВЧАННЯ МАЙБУТНІХ УЧИТЕЛІВ ХІМІЇ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ: ПЕРЕВАГИ Й НЕДОЛІКИ

The connection between the professional self-realization of future chemistry teachers and the educational needs of interactive learning was revealed. It is noted that interactive teaching methods create an atmosphere of self-discovery and disclosure of one’s own potential in the process of relaxed pedagogical interaction. The strengths and weaknesses of the flipped classroom technology, micro-teaching, and the «Read three times» textbook analysis model, which are used in the training of future chemistry teachers in higher education institutions, are analyzed