The use of equation solvers in teaching chemistry

1990 ◽  
Vol 67 (8) ◽  
pp. A203
Author(s):  
William F. Coleman
Keyword(s):  
Teaching Chemistry

scholarly journals Information technologies in teaching chemistry to future specialists in automated engineering

2019 ◽  
Vol 560 ◽  
pp. 012038 ◽  
Author(s):  
N Y Saigushev ◽  
O A Vedeneeva ◽  
I V Kashuba ◽  
A A Tsaran ◽  
I A Shcherbakova
Keyword(s):  
Information Technologies ◽  
Teaching Chemistry

Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies

2021 ◽  
Author(s):  
Peng He ◽  
Changlong Zheng ◽  
Tingting Li
Keyword(s):  
Content Knowledge ◽  
Core Competencies ◽  
Chemistry Curriculum ◽  
Teaching Chemistry ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge For Teaching ◽  
New Instrument ◽  
Content Knowledge For Teaching

This study aims to develop and validate a new instrument for measuring chemistry teachers’ perceptions of Pedagogical Content Knowledge for teaching Chemistry Core Competencies (PCK_CCC) in the context of new Chinese chemistry curriculum reform. The five constructs and the initial 17 items in the new instrument were contextualized by the PCK pentagon model (Park S. and Oliver J. S., (2008), J. Res. Sci. Teach., 45(7), 812–834.) with the notions of the Senior High School Chemistry Curriculum Standards (Ministry of Education, P. R. China, 2017). 210 chemistry teachers from a University-Government-School initiative voluntarily participated in this study. The findings from item analysis, confirmatory factor analysis and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The concurrent validity of the instrument was confirmed by testing mean differences among teacher demographic groups. The high Cronbach's coefficient alpha values show good internal consistency reliability of the instrument. Integrating the evidence from theory and data, we documented a valid and reliable PCK_CCC instrument with five constructs consisting of 16 items. This study provides a thorough process for developing and validating instruments that address teacher perceptions of their PCK in a particular subject domain. The valid and reliable PCK_CCC instrument would be beneficial for teacher education researchers and teacher professional programs.

Use of computer teaching systems in the learning process

2021 ◽  
pp. 42-43
Author(s):  
Didar Didmanidze ◽  
Neli Akhvlediani ◽  
Nino Samnidze ◽  
Ketevan Zoidze ◽  
Givi Tsitskishvili ◽  
...  
Keyword(s):  
Learning Process ◽  
Laboratory Experiments ◽  
Educational Media ◽  
Teaching Chemistry ◽  
Modern Computer ◽  
Mechanical Models ◽  
Computer Teaching ◽  
Visual Illustrations

Just a few decades ago, books were mostly used as educational media, while posters, various mechanical models, etc. were used as educational visual illustrations. Laboratory experiments for teaching chemistry, physics, biology, etc. were conducted in schools and colleges using real materials. Today the situation is drastically changed and all this has been forgotten. Modern computer teaching technologies are being rapidly introduced in the educational space replacing old tehcnology with hypertexts, e-books and textbooks, tutorials and many other forms and contents.

Notes about teaching chemistry in America Part 2. College

2020 ◽  
pp. 118-128
Author(s):  
Michael Georgievich Goldfield
Keyword(s):  
Organic Chemistry ◽  
Computer Software ◽  
Teaching Experience ◽  
Junior College ◽  
Educational Institutions ◽  
College Level ◽  
Lab Experiment ◽  
Teaching Chemistry ◽  
American System ◽  
Lab Experiments

A brief review of the American system of chemical education, at the highschool to junior college level, with emphasis on the content and format of teaching lab experiments. Lab experiment is a mandatory part of any highschool chemistry. In recent years, Vernier’s methods, unified equipment and computer software have been widely used as the basis for conducting a training experiment. The content and organization of laboratory workshops in general and organic chemistry at a number of college-level educational institutions on the basis of the author’s own teaching experience were considered.

scholarly journals Plan Recognition for Exploratory Learning Environments Using Interleaved Temporal Search

AI Magazine ◽  
2015 ◽  
Vol 36 (2) ◽  
pp. 10-21 ◽  
Author(s):  
Oriel Uzan ◽  
Reuth Dekel ◽  
Or Seri ◽  
Ya’akov (Kobi) Gal
Keyword(s):  
Learning Environments ◽  
Educational Software ◽  
State Of The Art ◽  
Recognition Algorithm ◽  
Plan Recognition ◽  
Exploratory Learning ◽  
Domain Expert ◽  
Teaching Chemistry ◽  
Exploratory Learning Environments ◽  
New Algorithms

This article presents new algorithms for inferring users’ activities in a class of flexible and open-ended educational software called exploratory learning environments (ELE). Such settings provide a rich educational environment for students, but challenge teachers to keep track of students’ progress and to assess their performance. This article presents techniques for recognizing students activities in ELEs and visualizing these activities to students. It describes a new plan recognition algorithm that takes into account repetition and interleaving of activities. This algorithm was evaluated empirically using two ELEs for teaching chemistry and statistics used by thousands of students in several countries. It was able to outperform the state-of-the-art plan recognition algorithms when compared to a gold-standard that was obtained by a domain-expert. We also show that visualizing students’ plans improves their performance on new problems when compared to an alternative visualization that consists of a step-by-step list of actions.

Integration of open educational resources in undergraduate chemistry teaching – a mapping tool and lecturers' considerations

2016 ◽  
Vol 17 (2) ◽  
pp. 283-295 ◽  
Author(s):  
Yael Feldman-Maggor ◽  
Amira Rom ◽  
Inbal Tuvi-Arad
Keyword(s):  
Collaborative Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Theories ◽  
Pedagogical Issues ◽  
Chemistry Teaching ◽  
Learning Materials ◽  
Teaching Chemistry ◽  
Content Sharing ◽  
Mapping Tool

This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models and learning theories. These improvements strengthen the need for up-to-date evaluation tools for educational websites. Building on existing taxonomies, a set of new criteria for the evaluation of online learning materials was developed and used to analyze 100 websites directed towards teaching chemistry. In addition, a questionnaire was circulated among 100 chemistry lecturers from various higher education institutions in Israel, 66 of whom responded. Subsequently, interviews were conducted with 17 of the questionnaire respondents. Our findings demonstrate that most of the chemistry lecturers who were interviewed integrate innovative learning materials such as simulations, videos and exercises found online in their teaching, but do not use web 2.0 that enables content sharing and collaborative learning. With respect to the selection of web-based learning materials, we found that the lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

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