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.

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 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

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 Chemistry teachers as stakeholders of national context-based curriculum reform project

2015 ◽  
Vol 3 (3) ◽  
pp. 258-268
Author(s):  
Onno De Jong
Keyword(s):  
Curriculum Reform ◽  
Chemistry Education ◽  
Empirical Studies ◽  
National Curriculum ◽  
Chemistry Curriculum ◽  
Chemistry Teaching ◽  
Chemistry Teachers ◽  
Reform Project ◽  
Learning Pathways ◽  
Empowering Teachers

The present paper deals with a national curriculum reform project on modular context-based chemistry teaching in the Netherlands. A main characteristic of the project is the use of a ‘bottom-up’ approach for designing the ‘New Chemistry’ curriculum. A document analysis of project-related reports and empirical studies was carried out. The results showed that chemistry teachers were involved in all phases of the project: analyzing current problems, preparing outlines for renewal, developing context-based modules, and testing a pilot version of the curriculum. Some modular learning pathways were composed as exemplar tools for supporting teachers. Results at the end of the curriculum project showed that positive opinions about modular context-based teaching were expressed by about half of the interviewed teacher-innovators and about one-third of the teacher-followers. Nevertheless, negative opinions were expressed by an important minority of teachers. Implications for empowering teachers for modular context-based chemistry education are discussed.

Pollutants in Organic Chemistry and Medicinal Chemistry Education Laboratory. Experimental and Machine Learning Studies

2020 ◽  
Vol 20 (9) ◽  
pp. 720-730
Author(s):  
Iker Montes-Bageneta ◽  
Urtzi Akesolo ◽  
Sara López ◽  
Maria Merino ◽  
Eneritz Anakabe ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Machine Learning ◽  
Chemistry Education ◽  
Organic Waste ◽  
Computational Modelling ◽  
University Education ◽  
Academic Factors ◽  
Academic Year ◽  
Statistical Analysis Software

Aims: Computational modelling may help us to detect the more important factors governing this process in order to optimize it. Background: The generation of hazardous organic waste in teaching and research laboratories poses a big problem that universities have to manage. Methods: In this work, we report on the experimental measurement of waste generation on the chemical education laboratories within our department. We measured the waste generated in the teaching laboratories of the Organic Chemistry Department II (UPV/EHU), in the second semester of the 2017/2018 academic year. Likewise, to know the anthropogenic and social factors related to the generation of waste, a questionnaire has been utilized. We focused on all students of Experimentation in Organic Chemistry (EOC) and Organic Chemistry II (OC2) subjects. It helped us to know their prior knowledge about waste, awareness of the problem of separate organic waste and the correct use of the containers. These results, together with the volumetric data, have been analyzed with statistical analysis software. We obtained two Perturbation-Theory Machine Learning (PTML) models including chemical, operational, and academic factors. The dataset analyzed included 6050 cases of laboratory practices vs. practices of reference. Results: These models predict the values of acetone waste with R2 = 0.88 and non-halogenated waste with R2 = 0.91. Conclusion: This work opens a new gate to the implementation of more sustainable techniques and a circular economy with the aim of improving the quality of university education processes.

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.

scholarly journals Visualizing molecular structures and shapes: a comparison of virtual reality, computer simulation, and traditional modeling

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Corina E. Brown ◽  
Ben Whaley ◽  
Richard M. Hyslop
Keyword(s):  
Virtual Reality ◽  
Chemistry Education ◽  
Research Question ◽  
Molecular Geometry ◽  
Molecular Structures ◽  
Future Research ◽  
Chemistry Students ◽  
Positive Attitudes ◽  
The Difference ◽  
Students Attitudes

AbstractThe purpose of this study was to compare the effectiveness of three methods used to assist in teaching molecular geometry to college chemistry students. A pre- and post-test quasi-experiment was used to collect data about students’ performance in a given chemistry exercise. One research question was intended to evaluate and compare the effectiveness of the three methods in assisting students to understand the topic and carry out the exercise correctly, and a second research question addressed students’ attitudes towards the use of Virtual Reality (VR) in chemistry education. Results show a positive attitude towards the use of VR as an assisting tool to aid in understanding chemistry concepts. While the difference among the three methods was not significant, the results show that the VR brought more enthusiasm and positive attitudes toward the topic of molecular geometry among the students. Educational implications and recommendations for future research are presented as well.

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.

scholarly journals Moon, Mars and Mundus: primary school children discover the nature and science of planet Earth from experimentation and extra-terrestrial perspectives

2015 ◽  
Vol 95 (2) ◽  
pp. 203-214 ◽  
Author(s):  
M.G. Kleinhans ◽  
A.J. Verkade ◽  
T. van Wessel ◽  
M.A.S. Bastings ◽  
W.A. Marra ◽  
...  
Keyword(s):  
Science Education ◽  
Primary Schools ◽  
Science Communication ◽  
Planetary Science ◽  
Science Museum ◽  
University Education ◽  
Primary School Children ◽  
Science Museums ◽  
Asking Questions ◽  
The Right

AbstractLike earth and planetary scientists, most children are curious about the world, the solar system and the rest of the universe. However, for various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught, examination systems often favour knowledge of the ‘right’ answer over the process of investigation and logical reasoning towards that answer. In order to continue to spark children's curiosity and their motivation to learn and discover, science education hubs at universities and science museums could collaborate more with schools and teachers, and are beginning to do so. The objective of this position paper is to report on recent experiences in earth and planetary science education for pupils in primary and secondary education, to provide examples and inspiration for scientists. We report three examples of initiation and consolidation of science education in primary schools in the Netherlands: (1) a focus on asking questions and seeking information to reason towards the answer, initiated with a classroom game, Expedition Mundus, (2) bringing pupils and teachers together outside their school in the science museum to gain confidence and self-efficacy, and (3) having children ask their own questions and do their own research guided by the empirical cycle, for example on experimentation on sandbox scale models of channels and crater lake deltas as found on Mars. The focus on other planets, fictitious and real, stimulates pupils to ask questions about planet Earth. Finally, we argue that involvement of more scientists in science education would not only benefit primary and secondary schools and future students but also university education and science communication with society.

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