scholarly journals CLASSIFICAÇÃO DAS SUBSTÂNCIAS QUÍMICAS: UM CONCEITO POUCO EXPLORADO NA EDUCAÇÃO QUÍMICA

Química Nova ◽  
2020 ◽  
Author(s):  
Cintia Lima ◽  
José Silva
Keyword(s):  
Teaching And Learning ◽  
Intellectual Development ◽  
Chemistry Teaching ◽  
Teaching Literature ◽  
Chemical Substances ◽  
Chemistry Students ◽  
Chemistry Textbooks ◽  
Chemical Concepts ◽  
History Of

The classification of chemical substances is a concept little explored in Chemistry teaching literature and in Chemistry textbooks at higher and secondary levels. The aim of this paper is to discuss theoretically the importance and contributions of this concept for teaching and learning Chemistry. The History of Chemistry reveals that the chemical criteria for classifying materials came up with the modern concepts of chemical element and chemical reaction, which gave rise to the notion of chemical similarity. Later, such similarity was related to molecular structure through functional groups. The classes of substances are related throughout chemical reactions, during which substances of given classes are transformed into substances of other classes, constituting a wide network. The classification of chemical substances can contribute to the intellectual development of Chemistry students, in order to study it, it becomes necessary to understand its theoretical foundation, as well as its characteristics of objectivity, completeness, simplicity and prediction. In this sense, one can contribute to the stimulation of perception, attention and abstraction t hat are typical of the chemical ways of thinking and communicating necessary for learning the chemical concepts linked to classification.

scholarly journals Textbooks as source for conceptional confusion in teaching and learning ‘acids and bases’ in lower secondary school

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Anja Lembens ◽  
Susanne Hammerschmid ◽  
Susanne Jaklin-Farcher ◽  
Christian Nosko ◽  
Katrin Reiter
Keyword(s):  
Teaching And Learning ◽  
Chemistry Teaching ◽  
Design Based Research ◽  
Conceptual Coherence ◽  
Chemistry Textbooks ◽  
Coding Manual ◽  
Acids And Bases ◽  
Secondary Classes ◽  
Insight Into

AbstractChemistry teaching and learning bears some subject-specific challenges. For example, explanations and considerations of chemical phenomena drawing on the macroscopic, the sub-microscopic and the representational level. In this paper, we focus on the topic ‘acids and bases’ where the confusion of these levels leads to numerous misconceptions among learners. One possible source of these problems are textbooks, which can have an important impact on the quality of teaching and learning. To identify scientific and didactical appropriate textbooks for lower secondary classes, we draw on the work of Roseman, J. E., Stern, L. & Koppal, M. (2010), who developed an instrument to analyse textbooks using a conceptual coherence map. To develop our topic-specific instrument, big ideas of the topic were formulated, arranged in a conceptual coherence map, and set in relation with each other. Then we development a coding manual that describes precisely how to apply the different categories while analysing textbooks. The process described is part of a design-based research project with the aim to contribute to better chemistry teaching and learning. We give insight into the process of developing this instrument for analysing chemistry textbooks. Furthermore, it presents some examples for problematic representations from textbooks in the field of ‘acids and bases’.

scholarly journals Inquiring chemistry teacher: The teaching and learning of chemistry concepts and phenomena (part V): Historical approach to chemistry teaching 2

2013 ◽  
Vol 1 (4) ◽  
pp. 387-424
Author(s):  
Simo Tolvanen ◽  
Maija Aksela ◽  
Maija Ahola ◽  
Outi Haatainen ◽  
Jarkko Huusko ◽  
...  
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Theoretical Background ◽  
Research Literature ◽  
Upper Secondary School ◽  
Chemistry Teaching ◽  
Historical Approach ◽  
Upper Secondary ◽  
History Of

In spring 2013, students attending the course The Central Areas of Chemistry Education II studied the history of key chemistry concepts as well as the research on the use of historical approach to chemistry teaching. Based on the research literature, they produced materials for chemistry teaching in secondary and upper secondary school. In addition to teaching the concepts and phenomena of chemistry, the historical approach was used to deal with nature of chemistry as a science. In the articles, the students present the theoretical background for historical approach and history related to the produced material. The teaching materials (in Finnish) can be found online from the site of KEMMA Centre for Chemistry Education: http://www.luma.fi/kemma.

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.

Chemical Classifications, Textbooks, and the Periodic System in Nineteenth-Century Spain

2015 ◽  
Author(s):  
José Ramón Bertomeu-Sánchez ◽  
Rosa Muñoz-Bello
Keyword(s):  
Nineteenth Century ◽  
Periodic System ◽  
Chemistry Education ◽  
Late Nineteenth Century ◽  
Chemistry Teaching ◽  
Apparent Paradox ◽  
Chemistry Textbooks ◽  
Textbook Writing ◽  
History Of ◽  
Circulation Of Knowledge

The periodic system is closely linked to chemical pedagogy by many different ways. It is commonly accepted that Mendeleev discovered the periodic law while he was attempting to organize the chapters of a general chemistry textbook for his students at St. Petersburg University. The omnipresence of periodic tables in classrooms and textbooks throughout the twentieth century seems to confirm the decisive impact of Mendeleev’s work in chemistry teaching. Thus, one might assume that the advent of the periodic classification was followed by a revolution in late nineteenth-century chemistry classrooms. However, the papers included in this volume have found scarce evidence for a profound transformation of this kind in chemistry education. Our main aim here is to suggest some explanations for this apparent paradox by exploring the rather peripheral context of nineteenth-century Spain. Our approach is based on new historiographical trends in two interrelated areas: the history of science teaching and the circulation of knowledge. Teaching is no longer regarded by historians as a second-rate activity for scientists, but as a creative context in which new knowledge is produced thanks to the complex interaction of many historical forces and agents. Historians who subscribe to this trend also challenge the common view of textbook writing as repetitive, uninspiring work. Mendeleev was certainly not the first teacher to address the problem of finding an accurate classification for chemistry textbooks. In fact, when he prepared his Principles of Chemistry in 1868, there was already a long tradition of chemistry textbooks dating back to the seventeenth century, and many arrangements had been adopted and discussed by Mendeleev’s recent predecessors. Many mid-nineteenth-century textbooks devoted entire chapters to chemical classifications, in which the author presented the debates on artificial and natural classifications and added their own suggestions. One of these books was written in 1855 by Auguste Cahours (1813–1891), a professor of chemistry in Paris, and was translated into Russian with the aid of Mendeleev, just a few years before his work on the periodic system.

Systematic Flexibility and the History of the IUPAC Nomenclature of Organic Chemistry

2015 ◽  
Vol 37 (2) ◽  
Author(s):  
Evan Hepler-Smith
Keyword(s):  
Organic Chemistry ◽  
Organic Compound ◽  
Organic Compounds ◽  
Organic Chemical ◽  
International Union ◽  
Chemical Substances ◽  
Chemistry Students ◽  
The World ◽  
History Of ◽  
Iupac Nomenclature

For chemists and chemistry students around the world, “IUPAC” is synonymous with “nomenclature” – especially the nomenclature of organic chemistry. Generations of chemists have learned – sometimes grudgingly – to read and write systematic names for organic compounds using guidelines codified by the International Union of Pure and Applied Chemistry. [1,2,3] The prefixes, suffixes, numbers, and parentheses of IUPAC names put molecules in order: individually, by expressing the network of atoms and bonds that constitutes the structure of an organic compound, and collectively, by situating each compound among the tens of millions of known organic chemical substances. IUPAC names carry this order out of chemical journals and into such sites as patent records, customs lists, and environmental regulatory databases.

scholarly journals Understanding of words and symbols by chemistry university students in Croatia

2016 ◽  
Vol 17 (3) ◽  
pp. 474-488 ◽  
Author(s):  
Roko Vladušić ◽  
Robert Bucat ◽  
Mia Ožić
Keyword(s):  
Teaching And Learning ◽  
Formative Assessments ◽  
Chemistry Teaching ◽  
Pedagogical Content ◽  
Chemistry Students ◽  
Symbolic Representations ◽  
Undergraduate Chemistry ◽  
The Everyday ◽  
English Speaking ◽  
Selection Of

This article reports on a study conducted in Croatia on students' understanding of scientific words and representations, as well as everyday words used in chemistry teaching. A total of 82 undergraduate chemistry students and 36 pre-service chemistry teachers from the Faculty of Science, University of Split, were involved. Students' understanding of language was probed using a diagnostic instrument with various types of tasks: creation of a scientifically sensible sentence using the key word provided without context; explanation of the meaning of a word provided in a contextual sentence; selection of the appropriate usage of a term from multiple-choice options; explanation of the meaning of a word provided without context. With every kind of task, evidence of inadequate understanding of many terms and symbols was found. Accordingly, it cannot be presumed that students in Croatia, either undergraduates or graduates, understand well the meanings of scientific words, symbolic representations or everyday words that are used in teaching and learning chemistry. There are considerable differences in the extent of understanding, from word to word, and symbol to symbol. Some of the findings are in common with other studies conducted in English-speaking countries, and some are particular to the Croatian language – especially due to students' confusion in the cases of similar sounding words with different meanings, and the different meanings of words in the everyday and science contexts. Recommendations are made for teaching that involves specific attention to learning about the language associated with topics, through reflective discussion and in formative assessments. Issues of knowledge transfer from research to teachers' pedagogical content knowledge, as well as considerations for further research, are discussed.

Representations of chemical phenomena in secondary school chemistry textbooks

2019 ◽  
Vol 20 (1) ◽  
pp. 146-159 ◽  
Author(s):  
Johnson Enero Upahi ◽  
Umesh Ramnarain
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Learning Resources ◽  
Chemistry Teaching ◽  
Intrinsic Nature ◽  
Symbolic Representations ◽  
Chemistry Textbooks ◽  
Mixed Representation ◽  
Different Levels ◽  
Chemical Representations

The difficulties encountered by students in learning chemistry range from human factors to the intrinsic nature of chemistry. To enhance students’ understanding of chemistry, there is a wide consensus within the community of chemistry educators on the importance of and need to integrate different levels of representations in chemistry teaching and learning resources. As learning resources, textbooks are ubiquitous and usually readily available to both students and teachers. Therefore, this study investigated how chemical phenomena are represented or depicted in secondary school chemistry textbooks. We adopted a rubric developed by Gkitziaet al.(Gkitzia V., Salta K. and Tzougraki C., (2011), Development and application of suitable criteria for the evaluation of chemical representations in school textbooks,Chem. Educ. Res. Pract.,12, 5–14) to analyze the textbooks for types of representations; relatedness of chemical representations to text; and the appropriateness of captions. The results indicated the dominance of symbolic representations, followed by sub-microscopic, then hybrid and multiple representations. In all three textbooks, there was no evidence of mixed representation. While many of the chemical representations were completely related to the texts, some were unlinked. The germaneness of suitable captions in textbooks is in the explicit, brief and concise explanation that captions give to an entire representation. While our results indicated that more than half of the representations had suitable captions, there was evidence of representations that were problematic and had no captions. The implication of these results for students’ cognitive load, and the need for textbook-users to explore alternative resources that depict phenomena in 2D or 3D representations are discussed.

To Understand the Informal (on the Book BY V. L. Tambovtsev “Economics of Informal Institutions”)

2015 ◽  
pp. 151-158
Author(s):  
A. Zaostrovtsev
Keyword(s):  
Social Psychology ◽  
Detailed Analysis ◽  
Human Behavior ◽  
Interdisciplinary Approach ◽  
Informal Institutions ◽  
Economic Thought ◽  
History Of ◽  
Original Classification

The review considers the first attempt in the history of Russian economic thought to give a detailed analysis of informal institutions (IF). It recognizes that in general it was successful: the reader gets acquainted with the original classification of institutions (including informal ones) and their genesis. According to the reviewer the best achievement of the author is his interdisciplinary approach to the study of problems and, moreover, his bias on the achievements of social psychology because the model of human behavior in the economic mainstream is rather primitive. The book makes evident that namely this model limits the ability of economists to analyze IF. The reviewer also shares the author’s position that in the analysis of the IF genesis the economists should highlight the uncertainty and reject economic determinism. Further discussion of IF is hardly possible without referring to this book.

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