scholarly journals Quality assurance of higher education in chemistry in Russia taking into account international trends in the context of the cognitive paradigm

2021 ◽  
Vol 99 ◽  
pp. 01037
Author(s):  
Alsu Kamaleeva ◽  
Suriya Gilmanshina
Keyword(s):  
Chemistry Education ◽  
Educational Programs ◽  
Chemistry Teachers ◽  
Experimental Teaching ◽  
International Trends ◽  
Single Chemical ◽  
Chemical Knowledge ◽  
The Republic ◽  
The University ◽  
Additional Education

In the process of organizing chemistry education, it is important to understand that in the context of the introduction of the cognitive paradigm of education under the conditions of modern generating of chemical knowledge, the system of additional education as a universal form of development leads each student to a new, better state. Within the framework of a new approach to the organization of a purposeful process of teaching and upbringing by means of providing educational services by the implementation of additional educational programs, information and educational activities outside the main educational programs in the interests of students on the basis of the Kazan Federal University, author's electronic educational resources and digitized programs of additional education were developed and tested on the example of theoretical and experimental teaching at the Small Chemical Institute of the University. A survey of chemistry teachers working in schools in the city of Kazan or the Republic of Tatarstan, as well as graduates - future chemistry teachers showed that 97% of respondents use the possibilities of the system of additional chemistry education. The structure and logic of the implementation of the proposed programs expand the ability to use logical thinking operations in teaching, such as synthesis, analysis, analogy, comparison, generalization and systematization, and are aimed at forming students' understanding of a single chemical picture of the world, its materiality and the reasons for the diversity of the natural science world.

scholarly journals Chemistry Education in Bosnia and Herzegovina

2020 ◽  
Vol 10 (1) ◽  
pp. 83-101
Author(s):  
Meliha Zejnilagić-Hajrić ◽  
Ines Nuić
Keyword(s):  
Bosnia And Herzegovina ◽  
Education System ◽  
Chemistry Education ◽  
National Level ◽  
State Level ◽  
Learning Material ◽  
Chemistry Teaching ◽  
Education Professionals ◽  
International Trends ◽  
The University

In this paper, the education system in Bosnia and Herzegovina is presented in the light of current state-level legislation, with an emphasis on chemistry education at the primary, secondary and tertiary level. The consequences of the last war in our country still persist and are visible in many aspects of everyday life, including the education system, thus limiting the efforts of education professionals to follow international trends in education. There are three valid curricula for primary education at the national level, each of which differs in the national group of school subjects. Teaching methods are common for all three curricula and are mainly teacher-oriented. The situation is similar with regard to secondary education. Study programmes at the university level are organised in accordance with the Bologna principles. The programmes are made by the universities themselves and approved by the corresponding ministry of education. Chemical education research in Bosnia and Herzegovina is mainly conducted at the University of Sarajevo. It deals with (1) the problems of experimental work in chemistry teaching, resulting in more than 60 experiments optimised for primary and secondary school, (2) integrating the knowledge of chemistry, physics and physical chemistry for university students, with regard to students’ difficulties observed during university courses and potential solutions, and (3) the effectiveness of web-based learning material in primary school chemistry for the integration of macroscopic and submicroscopic levels. For the purpose of this paper, official documents for primary, secondary and higher education have been used.

scholarly journals The Development of Research in the Field of Chemistry Education at the University of Novi Sad since the Breakup of the Socialist Federal Republic of Yugoslavia

2020 ◽  
Vol 10 (1) ◽  
pp. 103-124
Author(s):  
Mirjana D. Segedinac ◽  
Dušica D. Rodić ◽  
Tamara N. Rončević ◽  
Saša Horvat ◽  
Jasna Adamov
Keyword(s):  
Federal Republic ◽  
Cognitive Complexity ◽  
Chemistry Education ◽  
Scientific Discipline ◽  
Chemistry Teaching ◽  
Chemical Content ◽  
Triplet Model ◽  
The Republic ◽  
Novi Sad ◽  
The University

The first PhD thesis in the field of Chemistry Education at the Faculty of Sciences, University of Novi Sad, was defended in 1992. This can be regarded as the symbolic dawn of Chemistry Education as a scientific discipline in this region. After the official breakup of the Socialist Federal Republic of Yugoslavia, research that had started in the 1980s, and which was focused on the development of tools for assessing the quality and flexibility of student knowledge, was continued through the 1990s. This research included the application of computers to chemistry teaching, as well as the development of appropriate chemistry learning programmes. In the following period, research focused on the analysis of chemical teaching programmes in the Republic of Serbia, with a special emphasis on the possibility of including eco-chemical content in curricula. Accordingly, potentially efficient models were suggested. The most recent research has been focused on the investigation of the effectiveness of instructional strategies based on a systemic approach and a triplet model of content representation, using combined measures of students’ performance and mental effort. In this regard, tools for the efficient assessment of knowledge (systemic synthesis questions, context-based questions) have been developed along with tools for the efficient assessment of students’ misconceptions (multi-tier tests). Furthermore, in order to make teaching more effective, procedures for assessing the cognitive complexity of chemical problems have recently been developed and subsequently validated both statistically and by applying Knowledge Space Theory.

scholarly journals Problems and prospects of practice-oriented training of future teachers in universities of the Republic of Kazakhstan

2020 ◽  
Vol 132 (3) ◽  
pp. 8-16
Author(s):  
Zh. Abdykhalykova ◽  
◽  
Zh. Sagitova ◽  
Keyword(s):  
Foreign Language ◽  
Educational Programs ◽  
Future Teachers ◽  
Innovative Teaching ◽  
Social Pedagogy ◽  
Qualified Personnel ◽  
Competency Based ◽  
Self Knowledge ◽  
The Republic ◽  
The University

This article reveals the main problems of implementation of practice-oriented education in Kazakhstan universities in the preparation of future teachers, and offers possible ways to solve them. On the example of L. N. Gumilyov ENU, educational programs for practical orientation in the pedagogical areas of training “Social pedagogy and self-knowledge”, “Pedagogy and psychology”, “Foreign language: two foreign languages” are analyzed. The authors concluded that in order to train qualified personnel and create favorable pedagogical conditions at the university, it is necessary to increase the number of credits for practical activities, check educational programs for the ratio and distribution of the volume of theoretical and practical material, using of innovative teaching methods on the example of actual educational material, apply a competency-based approach and study the needs of the labor market.

scholarly journals THE ECOLOGICAL DIMENSION OF CHEMISTRY EDUCATION IN A TECHNICAL UNIVERSITY

2019 ◽  
pp. 268-279
Author(s):  
Vita Datsenko
Keyword(s):  
Chemistry Education ◽  
Theory And Practice ◽  
Environmental Interaction ◽  
Diploma Thesis ◽  
Professional Activities ◽  
Knowledge Assimilation ◽  
Chemical Knowledge ◽  
The University ◽  
Ecological Dimension ◽  
Ecological Thinking

The experience in the implementation of the methodological system of building the eco-chemical knowledge into the practice of the Kharkiv National Automobile and Highway University has been analyzed. The main purpose of this work is to exchange the experience of increasing the efficiency of the eco-chemical knowledge assimilation under the influence of integrating ecological components into the chemical curriculum. The formation of the ecological consciousness of future specialists is addressed through the creation of the chemical education space, which allows, through the nature of the environmental interaction, for guiding students towards solving ecological issues in both theory and practice. The chemical curriculum in the university is based on the specialty and consist of the most important topics and issues necessary for further professional activities. It’s been shown that integrating ecological components into the chemical curriculum – lectures, laboratory and practical sessions – stimulates the ecological thinking of students. The multidimensional observation of ecological objects, solving ecological tasks, and carrying out eco-oriented laboratory sessions raises students’ interest to the addressed issues of their professional activities, increases the motivation to studying chemical subjects and reinforces the learning efficiency of chemical knowledge. Implementing the ecological component into the curriculum plans of the fundamental and profession-oriented chemical subjects and special courses, along with transforming the approach to writing diploma thesis through the development of the ecology-infused topics of diploma thesis facilitated the development of the chemical knowledge for future engineers with technical occupation in Ukrainian technical universities.

Training managers of professional educational programs for work in the digital environment of the university

2020 ◽  
Vol 8 (2) ◽  
pp. 4 ◽  
Author(s):  
E. K. Samerhanova ◽  
M. A. Balakin
Keyword(s):  
Educational Program ◽  
Educational Programs ◽  
Educational Process ◽  
Digital Environment ◽  
Digital Competence ◽  
Education Management ◽  
Program Managers ◽  
Digital Environments ◽  
Digital Competencies ◽  
The University

Introduction. The article deals with the training of professional educational program managers for work in the digital environment of a university. The digital environment of the university is considered from the perspective of managing professional educational programs and is a complex open system that integrates system components for managing content, process, resources, contingent, finance and quality of programs that ensure the integrity and continuity of the educational process at all levels and in all respects. The implementation of a digital model for managing educational programs at a university on the basis of a single digital ring of services for an electronic platform for managing educational programs at a university dictates the need for digital competencies of managers of major professional educational programs (OPOP).By digital competence of the leaders of professional educational programs we mean the ability and willingness to perform labor functions in the design, implementation and replication of an educational program using digital technologies that ensure the effectiveness of activitiesThe way to identify professional deficiencies in the field of digital competencies of the leaders of professional educational programs was the personalized design of educational internship trajectories with tutorial support for the internship. The internship trajectory of the heads of OPOP has a modular structure and is aimed at eliminating professional deficits in the field of information, methodological, communication, technological and organizational component of digital competencies. The internship site (virtual laboratory) is a virtual educational space that provides training for educational program managers and online events: hackaths, quests, webinars, etc.Materials and methods. When writing an article, the following methods were used - theoretical and methodological analysis and synthesis of available special domestic and foreign scientific and methodological literature, conceptual analysis of scientific articles and publications on the topic; study and generalization of both domestic and foreign developments and implementation of projects to create digital environments in education management; application of generalization, comparison, forecasting methods, online surveys.Results. The structure of the digital environment for managing professional educational programs at the university is presented. Functionally described is the ring of digital services for the management of OPOP. The analysis of different approaches to assessing the digital competencies of educators is presented. The concept of digital competencies has been clarified in relation to the head of a professional educational program. The content of the components of digital competency is described: informational, methodological, communication, technological, organizational.Discussions and Conclusions. The developed modular program for eliminating professional deficits of heads of professional educational programs in the field of digital competencies, based on the personalized design of educational internship trajectories with tutorial support for internships, will allow you to effectively administer and manage BEP in the digital environment of the university.

Set up and management of a Data Science faculty at Shiga University

Impact ◽  
2019 ◽  
Vol 2019 (10) ◽  
pp. 18-20
Author(s):  
Akimichi Takemura
Keyword(s):  
Data Science ◽  
Science Faculty ◽  
Knowledge And Skills ◽  
International Trends ◽  
Leading Position ◽  
Global Understanding ◽  
Set Up ◽  
The University ◽  
Do So ◽  
Undergraduate Class

Shiga University opened the first data science faculty in Japan in April 2017. Beginning with an undergraduate class of 100 students, the Department has since established a Master's degree programme with 20 students in each annual intake. This is the first data science faculty in Japan and the University intends to retain this leading position, the Department is well-placed to do so. The faculty closely monitors international trends concerning data science and Artificial Intelligence (AI) and adapt its education and research accordingly. The genesis of this department marks a change in Japan's attitudes towards dealing with information and reflects a wider, global understanding of the need for further research in this area. Shiga University's Data Science department seeks to produce well-trained data scientists who demonstrate a good balance of knowledge and skills in each of the three key areas of data science.

scholarly journals Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class: Results from a Professional Development Program for Chemistry Teachers

2016 ◽  
Vol 2016 ◽  
pp. 1-11 ◽  
Author(s):  
Naama Benny ◽  
Ron Blonder
Keyword(s):  
Professional Development ◽  
Educational Administration ◽  
Chemistry Education ◽  
Science Classroom ◽  
Gifted Students ◽  
Development Program ◽  
School Principal ◽  
Gifted Student ◽  
Internal Factors ◽  
Chemistry Teachers

The current study aims at better understanding the factors that promote and hinder chemistry teachers in teaching a gifted student in their regular chemistry class. In addition, it provides evidence of ways that teachers perceive a professional development course dealing with a gifted student in a mixed-abilities science classroom. Eighty-four photonarratives were collected from 14 chemistry teachers that participated in the course about teaching a gifted student in a regular classroom (41 promoting, 43 hindering factors). Factors that concern chemistry education specifically as well as general practices were raised by the teachers. The teachers were asked to “take a picture” (namely, of an external object or person); they considered most of the factors to be internal factors that are dependent on themselves and therefore concluded that they have the power to influence them. The internal factors can be addressed in the PD course; however the external factors should be managed by the school principal and district educational administration.

Education for sustainable development in chemistry – challenges, possibilities and pedagogical models in Finland and elsewhere

2014 ◽  
Vol 15 (4) ◽  
pp. 488-500 ◽  
Author(s):  
M. K. Juntunen ◽  
M. K. Aksela
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Green Chemistry ◽  
Chemistry Education ◽  
Sustainability Science ◽  
Education For Sustainable Development ◽  
Chemistry Teachers ◽  
Current State ◽  
Pedagogical Models ◽  
Pedagogical Frameworks

This article analyses Education for Sustainable Development (ESD) in chemistry by reviewing existing challenges and future possibilities on the levels of the teacher and the student. Pedagogical frameworks that are found eligible in practice are reviewed. Lesson themes that are suitable for implementing socio-scientific issues (SSI) related to ESD into basic chemistry education at schools are discussed. Based on this analysis, three new demonstrative pedagogical models for ESD in chemistry are presented to help guide the work of teachers. The models draw on an interdisciplinary reading of research in the field of SSI-based science education, sustainability science, green chemistry and environmental education. The current state of ESD in Finnish chemistry education is used as an example case throughout the article. Two tasks where future development is required were recognised. The first task concerns supporting chemistry teachers in overcoming the challenges with SSI and ESD they face in their work. The second task is to ensure that students are more often provided with more relevant and flexible chemistry content and studying methods.

TEACHERS’ VIEW ON THE LOWER SECONDARY CHEMISTRY CURRICULUM IN THE CZECH REPUBLIC

2019 ◽  
Author(s):  
Martin Bilek ◽  
◽  
Katerina Chroustova ◽  
Jiri Rychtera ◽  
Veronika Machkova ◽  
...  
Keyword(s):  
Czech Republic ◽  
Everyday Life ◽  
Critical Points ◽  
Chemistry Education ◽  
Chemistry Curriculum ◽  
Secondary Chemistry ◽  
The Czech Republic ◽  
Chemistry Teachers ◽  
Key Points ◽  
Key Topics

The research was focused on the teacher’s opinions about the key and critical points of the lower secondary chemistry curriculum in the Czech Republic. Through the interviews with 40 chemistry teachers from four Czech regions was gained information about what teachers named as critical topics and what as key topics in early chemistry school contents. Some problems were identified mainly with cognition overload of learners and the necessity to realize stronger connections to everyday life and forming science literacy. Keywords: chemistry teachers’ opinions, early chemistry education, key points of the curriculum, critical points of the curriculum.

Sign in / Sign up

Export Citation Format

Share Document