IUPAC Chemical Nomenclature for Chemistry Teachers at Secondary Schools

2003 ◽  
Vol 25 (1) ◽  
Keyword(s):  
Secondary Schools ◽  
Chemical Nomenclature ◽  
Chemistry Teachers

scholarly journals Are Future Chemistry Teachers Prepared to Perform Chemical Experiments at Primary and Secondary Schools?

2016 ◽  
Vol 21 (1-2) ◽  
pp. 45-52
Author(s):  
Anna Drozdíková ◽  
Miroslav Prokša
Keyword(s):  
Secondary Schools ◽  
Deep Understanding ◽  
Natural Sciences ◽  
Chemistry Teachers ◽  
Multi Level ◽  
Alternative Solutions ◽  
Chemical Experiment

AbstractOur contribution is devoted to study the ability of future chemistry teachers to organise pupils’ observation of chemical phenomena. In this article measuring of multi-level means is described, which should denote a readiness of probands to perform an observation during carrying out chemical experiment. It is based on the assumption that well-prepared observers are able to work actively and to propose alternative solutions, because of their deep understanding of a procedure. In next part of this article the results of a research carried out at Faculty of Natural Sciences in Bratislava are analysed. The research was also aimed to detect if students are prepared to perform chemical experiments without a risk that they will be confused by a procedure or different course of experiment as they had expected.

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 Factors Influencing Teaching of Chemistry in Class Nine and Ten in the Schools under Chhukha District, Bhutan

2021 ◽  
pp. 13-25
Author(s):  
Ngawang Chogyel ◽  
Norbu Wangdi
Keyword(s):  
Secondary Schools ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Chemistry Teachers ◽  
Factors Influencing ◽  
Analysis Technique ◽  
Mixed Method Design ◽  
Structured Questionnaire

This study investigated the factors influencing the teaching of chemistry in class nine and ten in the schools under Chhukha District, Bhutan. Adopting convergent mixed method design, the study employed structured questionnaire to collect quantitative data and semi-structured interview and classroom observation to collect qualitative data. The sample comprised of 10 Chemistry teachers and 500 students from class nine and ten from three middle secondary schools and two higher secondary schools. Quantitative data were analyzed using descriptive statistics in the form of tables, mean and standard deviation whereas the qualitative data were analyzed based on content analysis technique. The findings of this study highlighted that the lack of laboratory resources, limited time allocated for chemistry theory and practical classes, and teachers’ heavy workload impacted teaching of chemistry negatively while the teacher’s sound knowledge on the chemistry subject impacted the teaching of chemistry positively.

scholarly journals Teachers’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during COVID-19 pandemic in Rwandan secondary schools

2020 ◽  
Vol 16 (2) ◽  
pp. 83-96
Author(s):  
Ezechiel Nsabayezu ◽  
Aloys Iyamuremye ◽  
Jean de Dieu Kwitonda ◽  
Jean de Dieu Kwitonda ◽  
Agnes Mbonyiryivuze
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Added Value ◽  
Ubiquitous Learning ◽  
Chemistry Teachers ◽  
Teachers Perceptions ◽  
Educational Stakeholders ◽  
Internet Connection ◽  
Teachers And Students

This paper reports the results about teachers’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during the COVID-19 pandemic in Rwandan selected secondary schools. The collected data by using a survey questionnaire were from 18 chemistry teachers in Nyarugenge and Kicukiro Districts. The findings illustrated that WhatsApp is effective for teaching chemistry and supporting students learning. This application promotes students’ motivation, engagement, collaboration, interaction, participation, and ubiquitous learning. Despite the facilitation of collaboration between teachers and their students while using WhatsApp, the internet connection related problems including its cost and availability were among the hindering factors for effective collaboration for both students and teachers. The lack of smartphones and computers for some students, teachers, parents, or guardians was among the highlighted limitations for the participation of some students. The limited students’ management and their distraction were also highlighted by some teachers. The provision of computers, smartphones, and enough internet connection for all teachers, parents, or guardians were among the proposed potential solutions. To deal with students’ management and distractions while learning via WhatsApp, there should be the follow-up and guidance provided by teachers, guardians, or parents. Chemistry teachers and students are recommended to use WhatsApp as a supporting learning tool due to its added value of providing ubiquitous learning. Parents, boards in charge of education, and other educational stakeholders should integrate WhatsApp in teaching and learning to complement classroom learning.

scholarly journals Underutilization of instructional materials for teaching and learning of Chemistry in Nigerian secondary schools: Ohafia Education Zone, Abia State’s Example.

2019 ◽  
Vol 8 ◽  
pp. 261-280
Author(s):  
Ngozi Obiyo
Keyword(s):  
Secondary Schools ◽  
Special Needs ◽  
Teaching And Learning ◽  
National Policy ◽  
Sampling Procedure ◽  
Instructional Materials ◽  
Students With Special Needs ◽  
Chemistry Teachers ◽  
Chemistry Students ◽  
Multi Stage

This study investigated the factors associated with underutilization of instructional materials for teaching and learning of Chemistry in Nigeria. A survey research design was adopted for the study. The study population comprised 86 Chemistry teachers and 1,180 Senior Secondary 2 (SS2) Chemistry students including those with special needs in the 86 public secondary schools in Ohafia Education Zone, Abia State in southeast geopolitical zone of Nigeria. The sample size was 456 respondents of 57 Chemistry teachers and 399 SS 2 Chemistry students selected through multi-stage sampling procedure. The data collection was by questionnaire and Cronbach Alpha was applied in computing the reliability estimate of 0.97. The findings indicated that the inability of teachers to improvise and their lack of manipulative skills, among others, are factors militating against the utilization of instructional materials. The researchers recommended the necessity for adequate provision of instructional materials in the schools and for teachers to ensure that these materials are effectively utilized. Students with special needs should be catered for based on their individualized education program as stipulated by the National Policy on Education in inclusive settings.

scholarly journals Chemistry curricular knowledge of secondary school teachers

2015 ◽  
Vol 80 (3) ◽  
pp. 435-452
Author(s):  
Biljana Tomasevic ◽  
Dragica Trivic
Keyword(s):  
Secondary Schools ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Training Programme ◽  
Initial Teacher Education ◽  
Chemistry Curriculum ◽  
General Curriculum ◽  
Chemistry Teachers ◽  
Teachers Training ◽  
Teaching Situations

the course of this research, we explored the extent of chemistry teachers? professional knowledge related to the structure, contents and application of chemistry curricula and their components. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of teachers concerning the necessary changes in the curricula currently in effect. The teachers? answers show that the most important components of the curriculum for their work are the goals and operative tasks/outcomes. The results indicate that there exists information in the curriculum components that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with appropriate teachers training programme were applying information from the curriculum within teaching process through demonstration method and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers? capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers? activities within the framework of initial teacher education and continuing professional development.

scholarly journals Teachers’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during COVID-19 pandemic in Rwandan secondary schools

2020 ◽  
Vol 16 (2) ◽  
pp. 83-96
Author(s):  
Ezechiel Nsabayezu ◽  
Aloys Iyamuremye ◽  
Jean de Dieu Kwitonda ◽  
Jean de Dieu Kwitonda ◽  
Agnes Mbonyiryivuze
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Added Value ◽  
Ubiquitous Learning ◽  
Chemistry Teachers ◽  
Teachers Perceptions ◽  
Educational Stakeholders ◽  
Internet Connection ◽  
Teachers And Students

This paper reports the results about teachers’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during the COVID-19 pandemic in Rwandan selected secondary schools. The collected data by using a survey questionnaire were from 18 chemistry teachers in Nyarugenge and Kicukiro Districts. The findings illustrated that WhatsApp is effective for teaching chemistry and supporting students learning. This application promotes students’ motivation, engagement, collaboration, interaction, participation, and ubiquitous learning. Despite the facilitation of collaboration between teachers and their students while using WhatsApp, the internet connection related problems including its cost and availability were among the hindering factors for effective collaboration for both students and teachers. The lack of smartphones and computers for some students, teachers, parents, or guardians was among the highlighted limitations for the participation of some students. The limited students’ management and their distraction were also highlighted by some teachers. The provision of computers, smartphones, and enough internet connection for all teachers, parents, or guardians were among the proposed potential solutions. To deal with students’ management and distractions while learning via WhatsApp, there should be the follow-up and guidance provided by teachers, guardians, or parents. Chemistry teachers and students are recommended to use WhatsApp as a supporting learning tool due to its added value of providing ubiquitous learning. Parents, boards in charge of education, and other educational stakeholders should integrate WhatsApp in teaching and learning to complement classroom learning.

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