The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation

2021 ◽  
pp. 192-225
Keyword(s):  
Teaching And Learning ◽  
Curriculum Innovation ◽  
Chemistry Teachers

A Glance Portrayal of Science Education in Indonesia

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Science Education ◽  
General Education ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Science Teacher Education ◽  
Asia Pacific ◽  
Professional Organizations ◽  
Curriculum Innovation ◽  
Global Science ◽  
Historical Developments

The goal of this work is to describe pre- and in-service science teacher education and science education research in Indonesia in an effort to better inform the global science education community about historical developments and present challenges. We begin by providing an historical overview of the general education system to provide readers with context needed to understand current reform initiatives. Next we describe the current-day process for preparing and certifying science teachers and we describe some of the challenges facing teachers, students, and researchers in Indonesia’s science education context today. We follow this discussion with an introduction to some existing professional organizations for teachers and researchers in Indonesia that are working to develop important channels for disseminating current research on teacher practice, curriculum innovation, and student learning that have the potential to positively influence on teaching and learning in the future. We conclude by highlighting some areas that would benefit from additional research and by inviting more international collaborative research initiatives with colleagues in the Asia-Pacific region and beyond.

scholarly journals Initial Beliefs of Preservice Chemistry Teachers in Croatia

2020 ◽  
Vol 10 (1) ◽  
pp. 37-57
Author(s):  
Lana Šojat
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
Learning Theories ◽  
Chemistry Teachers ◽  
Teaching Objectives ◽  
Open Questions ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teacher Professional

In the past thirty years, there have been many political changes in Croatia. These changes have had an impact on the education system, as well. The success of such educational changes depends on the teacher. The importance of teachers’ knowledge and their beliefs about teaching and learning for their action in the classroom is well known. Beliefs influence teachers’ representation of science, science knowledge and the organisation of knowledge and information. Keeping teacher professional development in mind, preservice teachers’ beliefs need to be sought out and examined by educators. These beliefs should be developed in the direction of teaching chemistry taking into account recent reforms, as well as teaching and learning theories. Various studies have been undertaken in different education backgrounds and systems regarding the beliefs of both preservice and in-service teachers. These studies show different results depending on the context in which they are undertaken. Transferring data to the Croatian system is therefore difficult. However, there are no studies in Croatia focusing on the teachers’ beliefs regrading teaching and learning chemistry. The present study evaluates the initial beliefs of preservice chemistry teachers in Croatia. The participants were instructed to draw themselves as chemistry teachers in a typical classroom situation in chemistry, and to answer four open questions. Data analysis follows a pattern representing a range between the predominance of more traditional orientations versus more modern teaching orientations, in line with educational theory focusing on: 1) beliefs about classroom organisation, 2) beliefs about teaching objectives, and 3) epistemological beliefs. The data revealed mostly traditional and teacher-centred knowledge among all of the participants. In the present paper, the data will be discussed and the implications for Croatian chemistry teacher training will be established.

Continuous Improvement in e-Teams for Collaborative Marketing Planning

2013 ◽  
pp. 167-191
Author(s):  
Tania von der Heidt
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Year ◽  
Marketing Plan ◽  
Curriculum Innovation ◽  
University Curriculum ◽  
Marketing Planning ◽  
Business Course ◽  
Information And Communication

Academics are charged with continuous and evidence-based curriculum improvement in a move toward more learner-centred teaching and assessment, whereby information and communication technologies increasingly facilitate this call. This chapter looks at technology enhanced teaching and learning in a university curriculum innovation. A major collaborative marketing plan assessment was designed to be undertaken in virtual or eteams in a compulsory first-year Marketing unit within a Bachelor of Business course. Using the Plan-Do-Study-Act improvement cycle, the efficacy of teamwork is evaluated for two successive delivery periods in 2011. Improvements to the eteam design are identified and implemented. It is found that external students can successfully conceptualise new products and develop marketing plans in a fully online learning environment. Further, with the improved eteam design, initial results suggest that teamwork is shifting from simply cooperative to genuinely collaborative.

scholarly journals LIMITATIONS OF TEACHING AND LEARNING REDOX: A SYSTEMATIC REVIEW

2020 ◽  
Vol 78 (5) ◽  
pp. 698-718
Author(s):  
Luciane F. Goes ◽  
Keysy S. C. Nogueira ◽  
Carmen Fernandez
Keyword(s):  
Continuing Education ◽  
Redox Reactions ◽  
Teaching And Learning ◽  
State Of The Art ◽  
Teaching Strategy ◽  
Learning Difficulties ◽  
Chemistry Teachers ◽  
Level Of Education ◽  
Keywords Education ◽  
Education Courses

Redox reactions are considered one of the most difficult chemistry subjects to teach and learn. However, this is an important content that permeates several topics and includes many everyday life-related phenomena. To understand the teaching and learning difficulties of the ‘redox reactions’ topic, a systematic literature review was conducted. Initially, 318 articles were mapped, between the years 2000 to 2019, related to the teaching of redox reactions. The inventoried articles were analyzed to identify, in their results, the aforementioned difficulties. Only 54 presented difficulties related to teaching and learning redox reactions. To analyze these articles, the year of publication, the conceptual/procedural difficulties resulting from the study, the researched participants, and the strategies used throughout the data collection were adopted as categories. As a result, the main participants of the investigations were students. It was observed that the research studies favored bachelor degree as the level of education. Moreover, most of the analyzed studies mainly proposed experimentation as teaching strategy for teaching redox reactions. This study points to the need for continuing education courses for chemistry teachers to discuss emerging difficulties, in addition to proposing teaching strategies to remedy these difficulties. Keywords: education proposals, learning difficulties, redox reactions, state of the art

scholarly journals STUDENTS’ QUESTIONS IN INQUIRY-BASED CHEMISTRY CLASSROOMS

2017 ◽  
Vol 4 (1) ◽  
pp. 14
Author(s):  
Winnie Sim Siew Li1 ◽  
Mohammad Y Yusof Arshad
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Learning Science ◽  
Inquiry Teaching ◽  
Process Skills ◽  
Science Process Skills ◽  
Chemistry Teachers ◽  
Low Order

Questioning plays an important part in the teaching and learning science. Previous research has extensively focused on teachers’ questions compared to students’ questions. Research of students’ questions is vital as it shows how students think and their understanding of a content studied. Hence, this research focuses on students’ questions, types of questions asked and the sequence(s) after students’ question. Twenty three chemistry teachers and their students of national secondary schools were involved in this study. Ninety two chemistry lessons were observed, audio and video recorded. Transcript of the lessons showed that students’ questions were mainly related to content or science process skills as emphasised in inquiry teaching and learning. However, most questions asked by students were low order closed questions. The sequence after students’ questions with the highest percentage (83.33%) was IR (Initiation from student, followed by teachers’ response). This sequence showed that chemistry teachers in this study did not display inquiry-based questioning characteristics because in inquiry teaching, teachers should avoid responding to students’ questions. Instead, they should provide opportunities for students to respond to their friends’ questions. Hence, teachers should move towards student initiated inquiry, where students ask higher order thinking questions and increasing the interaction among the students.

scholarly journals STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

2022 ◽  
Vol 12 (1) ◽  
pp. 30
Author(s):  
Valentina Domenici
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Real Life ◽  
Project Based Learning ◽  
Learning Activities ◽  
Science Museum ◽  
Formal Context ◽  
Science Museums ◽  
Chemistry Teachers ◽  
Teachers Training

Non-formal learning environments, such as science museums, have a fundamental role in science education and high potentialities as ideal contexts for science teachers’ training. These aspects have been analyzed and reported in several recent works mainly focused on students’ perception of science and increased engagement towards scientific disciplines. In this work, a project-based learning methodology optimized and experimented in the frame of a pre-service chemistry teachers’ course at the University of Pisa (Italy), during the last eight years, involving in total 171 participants, is presented. This educational project has several distinctive features related to the STEAM philosophy, with a high level of multi-disciplinarity and creativity. Most of the laboratories and chemistry-centered activities were conceived, planned and carried out by the future chemistry teachers in non-formal contexts, such as science museums. A case study based on a series of non-formal laboratories designed by a group of students during their training in the academic year 2018–2019 and performed in a science museum is reported and examined in details. In this paper, all steps of the STEAM project-based learning methodology are described underlining the main learning outcomes and cognitive levels involved in each step and the relevant methodologies proposed during the training course and adopted in the project. The effectiveness of this pre-service teachers’ training methodology is finally discussed in terms of participants’ motivation and interest towards the course’s content, students’ final judgment of their training experiences and, in particular, of the STEAM project-based learning activities. From the students’ feedbacks and final assessment, the role of the non-formal context in teaching and learning chemistry and the efficacy of developing educational activities related to current and real-life chemistry-centered topics emerged as very positive aspects of the proposed approach.

scholarly journals Teaching chemistry through contemporary research versus using a historical approach

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Ron Blonder ◽  
Rachel Mamlok-Naaman
Keyword(s):  
Teaching And Learning ◽  
Chemistry Education ◽  
Research Approach ◽  
Scientific Content ◽  
Teaching Chemistry ◽  
Chemistry Teachers ◽  
Historical Approach ◽  
Contemporary Research ◽  
Nanoscale Science ◽  
Teachers Perspectives

AbstractTwo different approaches for chemistry education are presented in this paper: teaching and learning chemistry through contemporary research and using a historical approach. Essential dimensions in science education are used to study the differences between the two approaches. This includes the rationale of each approach, the scientific content, as well as students’ and teachers’ perspectives. At first glance, the two approaches look different and even contradict each other. However, a deeper investigation shows that there are common themes that connect the two approaches. Chemistry education is used to represent the historical approach and Nanoscale Science and Teachnology (NST) in chemistry education is used as the context for learning science through a contemporary research approach. The paper can be used by chemistry teachers as a preliminary guide for consideration of adapting one of these approaches in their class.

One country, two cultures – a multi-perspective view on Israeli chemistry teachers’ beliefs about teaching and learning

2015 ◽  
Vol 22 (2) ◽  
pp. 131-147 ◽  
Author(s):  
Silvija Markic ◽  
Ingo Eilks ◽  
Rachel Mamlok-Naaman ◽  
Muhamad Hugerat ◽  
Naji Kortam ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Perspective View ◽  
Chemistry Teachers ◽  
Two Cultures ◽  
Teachers Beliefs ◽  
Beliefs About Teaching

scholarly journals THE TOPIC BIODIESEL IN HIGH SCHOOL CHEMISTRY TEXTBOOKS

2011 ◽  
Vol 08 (15) ◽  
pp. 65-71
Author(s):  
André Leandro SILVA ◽  
Geovana do Socorro Vasconcelos MARTINS ◽  
Roberta Chaiene Almeida BARBOSA ◽  
Andréa Maria Brandão MENDES ◽  
Luiz Fernando de Oliveira COELHO
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
High School Chemistry ◽  
Chemistry Teachers ◽  
Know How ◽  
Chemistry Textbooks ◽  
Open Questions

The approach of cross themes is an option to facilitate the teaching and learning process of Chemistry. This study aimed to verify how the issue of biodiesel is being treated in chemistry classes in high school and its presence in the textbooks adopted by the teachers. For this purpouse, high school Chemistry teachers of five schools of Campina Grande-PB answered a questionnaire with open questions to collect data. The textbooks used were of the authors Geraldo Camargo (1997), Usberco and Salvador (2006), Sardella (2004) and Feltre (2005), where this last one was the most widely accepted and the only that is part of the federal government's program of Chemistry textbooks for high school. Regarding the presence of the theme of biodiesel in the textbook adopted, some teachers were unsafe in their answer or did not know how to answer, which shows that some of them do not have an idea about the content of the book they use. Most teachers claimed lack of time to address theme and it was showed that many of them followed the book adopted strictly. Then if the book does not cover the content, the teacher also did not do it.

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