Increasing student motivation and the perception of chemistry's relevance in the classroom by learning about tattooing from a chemical and societal view

2014 ◽  
Vol 15 (2) ◽  
pp. 156-167 ◽  
Author(s):  
Marc Stuckey ◽  
Ingo Eilks
Keyword(s):  
Science Education ◽  
Chemistry Education ◽  
Lesson Plan ◽  
Background Information ◽  
Participatory Action ◽  
Chemistry Teaching ◽  
Secondary Chemistry ◽  
Chemistry Learning ◽  
Tattoo Inks ◽  
Selection Of

This paper presents a study on tattooing as a topic for chemistry education. The selection of the topic was inspired by a newly suggested framework, which focuses on the question of relevance of science education. The aim of this case was to get evidence on how topics selected based on the suggested model of relevance of science education affect learners' overall motivation and perception of chemistry learning. For the purpose of the study a lesson plan was cyclically developed and tested within a project of Participatory Action Research. The lesson plan focuses both the chemistry behind tattoo inks and the societal perspectives surrounding tattoos. The study description first includes some background information about tattooing and tattoo inks. It then continues with a description of the lesson plan and ends with reporting experiences and findings taken from lesson plan evaluations at the lower secondary chemistry teaching level (age 14–15). The topic and lesson plan proved themselves to be very motivating for students. Indicators that this lesson plan can potentially contribute to positive changes in students' perceptions of learning chemistry were observed. Implications arising from this case are also discussed.

scholarly journals What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? A Literature Review

2020 ◽  
Vol 17 (21) ◽  
pp. 7876
Author(s):  
Meiai Chen ◽  
Eila Jeronen ◽  
Anming Wang
Keyword(s):  
Preservice Teachers ◽  
Green Chemistry ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Chemistry Teaching ◽  
Learning Skills ◽  
Interdisciplinary Learning ◽  
Chemistry Learning

In this qualitative study, we aim to identify suitable pedagogical approaches to teaching and learning green chemistry among college students and preservice teachers by examining the teaching methods that have been used to promote green chemistry education (GCE) and how these methods have supported green chemistry learning (GCL). We found 45 articles published in peer-reviewed scientific journals since 2000 that specifically described teaching methods for GCE. The content of the articles was analyzed based on the categories of the teaching methods used and the revised version of Bloom’s taxonomy. Among the selected articles, collaborative and interdisciplinary learning, and problem-based learning were utilized in 38 and 35 articles, respectively. These were the most frequently used teaching methods, alongside a general combination of multiple teaching methods and teacher presentations. Developing collaborative and interdisciplinary learning skills, techniques for increasing environmental awareness, problem-centered learning skills, and systems thinking skills featuring the teaching methods were seen to promote GCL in 44, 40, 34, and 29 articles, respectively. The results showed that the integration of green chemistry teaching (GCT), e.g., with sustainable education, promoted GCL by fostering environmental consciousness and behavioral change and cognitive processes in a sustainable direction.

scholarly journals PREFERRED CHEMISTRY CURRICULUM PERSPECTIVE: TEACHERS’ PERCEPTION OF LOWER-SECONDARY SCHOOL TEXTBOOKS

2021 ◽  
Vol 20 (2) ◽  
pp. 316-331
Author(s):  
Karel Vojíř ◽  
Martin Rusek
Keyword(s):  
Secondary School ◽  
Chemistry Education ◽  
School Science ◽  
Vital Role ◽  
Point Of View ◽  
Chemistry Curriculum ◽  
Lower Secondary School ◽  
Chemistry Teaching ◽  
Secondary Chemistry ◽  
Teaching Conceptions

The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals’ point of view, it is necessary to pay attention to the teachers’ textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and teachers’ perception of them. The data were gathered using a questionnaire distributed to a representative sample of 387 lower-secondary school chemistry teachers. The results showed that teachers favor traditional chemistry teaching conceptions. Most teachers stated that textbooks play a vital role for them when preparing lessons and new textbooks are mostly chosen by the most experienced teachers. Most teachers also expressed their preference for textbooks which contain subject-matter ordered according to the structure of chemistry, i.e. not adjusted for learners, as well as textbooks dominantly orientated towards the transmissive approach to education. Regarding the teachers’ perception of textbooks, potential limits were identified in implementing innovations in (chemical) education. Keywords: chemistry textbooks, lower-secondary school science education, teachers' teaching conception

scholarly journals The history, current state and future of electronic chemistry learning environments

2013 ◽  
Vol 1 (4) ◽  
pp. 435-456
Author(s):  
Johannes Pernaa ◽  
Maija Aksela
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Technological Development ◽  
Chemistry Teaching ◽  
Electronic Learning ◽  
Current State ◽  
Chemistry Learning ◽  
Education Theory ◽  
History Of

This article discusses the historical development, current state, and needs future development of electronic learning environments for chemistry education. The study is by nature a theoretical literature review. Its aim is to canvass how the requirements related to chemistry learning environments have changed over time. By understanding the history, the further needs for development can be supported in the fast-advancing field of technology. The objects of investigation are the changes in both technology and chemistry education. Theory of blended learning was used as the theoretical framework for the study. In the theory section, it is combined with the possibilities of ICT in chemistry teaching and learning. In the historical framework of the article, the change in the requirements and possibilities of ICT-based chemistry learning environments is discussed from the perspective the recent history of chemistry education. It has been divided into three periods: 1) The use of ICT before the year 1999, 2) The use between the years 2000 and 2010, and 3) The use in 2011 and later. For each of the periods, the possibilities in chemistry education of one significant ICT tool are presented. In the analysis section of the study, these examples are reflected on the theory of blended chemistry learning and technological development. At the end of the article, three instructions are presented that can be employed in the use and development of chemistry learning environments. The instructions support the development of chemistry learning environment solutions that are technologically durable and take advantage of the various possibilities of ICT.

scholarly journals Chemistry Education in Kosovo: Issues, Challenges and Time for Action

2020 ◽  
Vol 10 (1) ◽  
pp. 125-144
Author(s):  
Fatlume Berisha
Keyword(s):  
Science Education ◽  
Chemistry Education ◽  
Document Analysis ◽  
Multidimensional Analysis ◽  
University Education ◽  
Future Research ◽  
Chemistry Curriculum ◽  
Firm Conclusion ◽  
Chemistry Teaching ◽  
Descriptive Research

Although several reforms have shifted the direction of education, a debate on the strengths and limitations of science education in Kosovo has not yet been initiated. The present article analyses the development of chemistry education in Kosovo and encourages questions that could shape science education practices in general. In particular, the article analyses the pre-university chemistry curriculum in Kosovo over the years, as well as examining chemistry teacher education programmes. The analysis is based on descriptive research of data and document analysis. The multidimensional analysis of the issues and challenges of chemistry education will provide recommendations for future research on chemistry education and chemistry teaching practices in order to make chemistry education and the pre-university chemistry curriculum relevant to the context of Kosovo. As pre-university education curricula, especially the curriculum for the natural sciences, and the preparation of both pre-service and in-service teachers in Kosovo are considered challenging, a firm conclusion for actions has not been reached. Nevertheless, the article seeks to spark a debate in the field.

Socio-scientific issues as contexts for relevant education and a case on tattooing in chemistry teaching

2018 ◽  
Vol 29 (1) ◽  
pp. 9
Author(s):  
Ingo Eilks ◽  
Ralf Marks ◽  
Marc Stuckey
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Chemistry Education ◽  
Chemistry Teaching ◽  
Curriculum Model ◽  
Relevant Education

<p>Context-based science education suggests that meaningful science teaching should be based on the lifeworld, society, or potential professional future of the pupils. But: Are all corresponding contexts for science education similarly good? This paper presents a curriculum model for using socio-scientific issues as contexts for science education in general and chemistry education in particular. It discusses the implications of this approach and presents an example on chemistry teaching about the issue of tattooing.</p>

scholarly journals Progressing chemistry education research as a disciplinary field

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Keith S. Taber
Keyword(s):  
Science Education ◽  
Education Research ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Current Status ◽  
Chemistry Teaching ◽  
Future Directions ◽  
Disciplinary Field ◽  
Chemistry Education Research

AbstractThis article offers a viewpoint regarding the current status of chemistry education research (CER) as a scholarly field within science education, and suggests priorities for future directions of work in the field. The article begins by briefly considering what makes something a discrete field of activity, and what makes such a field ‘scientific’. This provides a basis for understanding and evaluating CER, and informs a consideration of imperatives and priorities for progressing the field. In particular, it is suggested one emphasis should be on areas of work which can be considered ‘inherent’ to CER as they arise from essential aspects of chemistry teaching and learning, and some examples of such inherent research foci (the ‘chemist’s triplet’; models in chemistry; chemical explanations) are briefly discussed.

scholarly journals Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context

2015 ◽  
Vol 3 (4) ◽  
pp. 449-461 ◽  
Author(s):  
Nicole Garner ◽  
Antje Siol ◽  
Johannes Huwer ◽  
Rolf Hellman Rolf Hempelmann ◽  
Ingo Eilks
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Green Chemistry ◽  
Learning Environments ◽  
Chemistry Education ◽  
Formal Education ◽  
Education For Sustainability ◽  
Formal Learning ◽  
Curriculum Innovation ◽  
Secondary Chemistry

Informal and non-formal science education became major trends in many countries in recent years. Non-formal learning was suggested to help closing gaps in science education, e.g. by providing students an alternative environment to experience practical work. Non-formal education was also suggested to offer a chance for curriculum innovations and teacher continuous professional development. One potential field might be Education for Sustainable Development (ESD). Several perspective papers in recent years described that secondary chemistry education is still lacking in implementing education for sustainability and learning about green chemistry. This article describes the project “Sustainability and chemistry in non-formal student laboratories” that was initiated to develop non-formal learning environments to help implementation of ESD and learning about green chemistry. This article presents the goals and structure of the project, including an example taken from practical experience and selected findings from implementing the proposed non-formal learning environments in secondary chemistry classrooms. Impacts on teachers’ professional development and curriculum innovation are also addressed. Full text

Developing a lesson plan on conventional and green pesticides in chemistry education – a project of participatory action research

2020 ◽  
Vol 21 (1) ◽  
pp. 141-153 ◽  
Author(s):  
Christian Zowada ◽  
Nadja Frerichs ◽  
Vânia Gomes Zuin ◽  
Ingo Eilks
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Participatory Action Research ◽  
Student Teachers ◽  
Chemistry Education ◽  
Lesson Plan ◽  
Sustainable Chemistry ◽  
Participatory Action ◽  
School Students ◽  
Chemistry Research

The debate on the use of pesticides is very current in the public media when it comes to topics such as organic farming, bee mortality, and the use of glyphosate. The broad range of pesticide applications and their potential environmental impact makes pesticides an interesting topic for science education in general and for chemistry teaching in particular. This is particularly true when conventional pesticide use is contrasted with current chemistry research efforts to develop alternatives based on the ideas of green chemistry. This paper discusses the potential relevance of pesticides for chemistry education in connection with education for sustainable development. It gives a brief outlook on pesticides in science teaching and connects the topic to socio-scientific issue-based chemistry education. A case study which developed a lesson plan for secondary school students is presented here. It defines pesticides, before focusing on the development of green pesticides as potential alternatives to current products. The lesson is focusing learning about chemistry rather than learning of chemistry in the means that the lesson introduces quite young chemistry learners (age range 15–17) to ideas of green and sustainable chemistry and how green alternatives in chemistry can be assessed and compared to traditional alternatives. Video vignettes of a scientist are used to introduce the topic to students. Finally, both glyphosate as a conventional, industrial pesticide and orange oil as an example of a green pesticide are compared using spider chart diagrams. The lesson plan was cyclically designed by a group of ten chemistry teachers using participatory action research. It was piloted with the help of secondary school chemistry student teachers and then tested in five German secondary school classes (grades 10/11). The use of the spider charts was regarded as especially helpful by the learners, most of whom felt that they had been able to understand the controversy surrounding pesticides.

scholarly journals On the transformation of research on teaching and learning about the sub-micro world in chemistry education into feasable classroom practice

2017 ◽  
Vol 3 (3) ◽  
pp. 269-284 ◽  
Author(s):  
Ingo Eilks
Keyword(s):  
Classroom Practice ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Development Project ◽  
Participatory Action ◽  
Secondary Chemistry ◽  
Particulate Nature Of Matter ◽  
Bonding Theory ◽  
Particulate Nature ◽  
Nature Of Matter

Along two cases, this paper provides insights into the relationship between empirical research in chemistry education and innovations in classroom practices. The example is teaching and learning about the particulate nature of matter. The paper describes the need for innovation in chemistry classrooms justified by a study based on 28 interviews with experienced chemistry teachers. These interviews covered the teachers’ personal practices for how to deal with sub-microscopic concepts in lower secondary school chemistry education. The study revealed that the teaching approaches operated by the teachers in Germany often represent inconsistencies in both teachers’ knowledge base and PCK. This paper then contrasts the results with insights into a 15-year classroom innovation and continuous professional development project based on Participatory Action Research in which a group of teachers accompanied by university educators developed an alternative approach for dealing with sub-microscopic concepts. This approach is characterized by a coherent curricular structure for dealing with the particulate nature of matter, atomic structure and bonding theory during the whole course of lower secondary chemistry classes.

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