scholarly journals Analytical Chemistry Laboratory Qualitative Analysis Process Examination: Links Between Experimental Data and Calculations

2021 ◽  
Vol 9 (3) ◽  
pp. 719
Author(s):  
Fatma Alkan
Keyword(s):  
Analytical Chemistry ◽  
Teacher Candidates ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Volumetric Analysis ◽  
Chemistry Laboratory ◽  
Experimental Result ◽  
Chemistry Teacher ◽  
Chemistry Teaching ◽  
Important Place

Analytical chemistry and qualitative-quantitative analysis practices have an important place in chemistry education. Operations such as experimental steps in volumetric analysis, reactions, and determining the amount of matter require problem-solving and higher-order thinking skills due to mathematical calculations. Students have difficulty and anxiety in making calculations in the volumetric analysis. This research aimed to examine the ability of chemistry teacher candidates to use the data obtained from the neutralization titration experiments in the calculation of the experimental result and to analyze the effects of information obtained from experiments on solving volumetric analysis problems. The sample of the study consisted of 13 chemistry teacher candidates studying in the chemistry teaching program of a state university. The research employed a descriptive survey model. Experiment data sheets and question solutions were taken as written answers. As a result of the research, it is noteworthy that the teacher candidates have problems in calculating the results of the experiment, and this has been overcome with increasing applications.

scholarly journals Problem Solving in Chemistry: Example of Neutralization Titrations

2021 ◽  
pp. 306-328
Author(s):  
Fatma Alkan
Keyword(s):  
Analytical Chemistry ◽  
Problem Solving ◽  
Teacher Candidates ◽  
Volumetric Analysis ◽  
Chemistry Teacher ◽  
Chemistry Teaching ◽  
Teaching Programme ◽  
Descriptive Survey

Problem-solving is an important skill in analytical chemistry. This study aims to determine how chemistry teacher candidates use volumetric analysis problems and reveal the errors made. The research employs a descriptive survey model. The sample of the study consists of seven chemistry teacher candidates studying in the chemistry teaching programme. Questions requiring comparing the volume spent in NaOH and HNO3, H2SO4, and H3PO4 titrations were asked within the scope of the study. The solution to the problem and explanations were recorded in a video. The results show that there are problems in determining the volume of NaOH. Many students wrote the titration reactions correctly, but there were problems with the effect values. It is noteworthy that those who made mistakes did not understand the first step of the problem. The students can prevent such mistakes with the help of a diagram summarizing the steps to be followed in the titration process.

scholarly journals THE RELATIONSHIP BETWEEN SELF-EFFICACY AND ATTITUDES OF CHEMISTRY TEACHER CANDIDATES

2015 ◽  
Vol 63 (1) ◽  
pp. 62-70
Author(s):  
Emine Erdem
Keyword(s):  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Attitude Scale ◽  
Chemistry Laboratory ◽  
Chemistry Teacher ◽  
Chemistry Teaching ◽  
Grade Levels ◽  
The Relationship

This study has been carried out with the aim of investigating the relationship between the attitudes of chemistry teacher candidates towards chemistry in laboratory classes and their self-efficacy beliefs. Teacher candidates composed of undergraduate students who have already taken or are currently taking laboratory classes and study Chemistry Teaching have participated in this study. Relational survey model has been used in this study. Chemistry Attitude Scale (CAS) developed by Geban, Ertepınar, Yılmaz, Altın & Şahbaz (1994) and Chemistry Self-efficacy Scale (CSS) were used as data collection tools. Simple correlation and one-way analysis of variance in independent groups have been used in order to analyse data. According to the results from study data, there is a meaningful linear relationship between self-efficacy scores and attitude scores of teacher candidates. An increase in self-efficacy scores and attitude scores of teacher candidates with regard to consecutive grade levels has also been observed. Self-efficacy and attitude scores of the students have been compared by using one-way analysis of variance (ANOVA). However, a meaningful difference in self-efficacy scores and attitude scores of students with regard to grade levels has not been observed. Key words: chemistry, self-efficacy, chemistry attitude, chemistry laboratory applications.

scholarly journals What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? A Literature Review

2020 ◽  
Vol 17 (21) ◽  
pp. 7876
Author(s):  
Meiai Chen ◽  
Eila Jeronen ◽  
Anming Wang
Keyword(s):  
Preservice Teachers ◽  
Green Chemistry ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Chemistry Teaching ◽  
Learning Skills ◽  
Interdisciplinary Learning ◽  
Chemistry Learning

In this qualitative study, we aim to identify suitable pedagogical approaches to teaching and learning green chemistry among college students and preservice teachers by examining the teaching methods that have been used to promote green chemistry education (GCE) and how these methods have supported green chemistry learning (GCL). We found 45 articles published in peer-reviewed scientific journals since 2000 that specifically described teaching methods for GCE. The content of the articles was analyzed based on the categories of the teaching methods used and the revised version of Bloom’s taxonomy. Among the selected articles, collaborative and interdisciplinary learning, and problem-based learning were utilized in 38 and 35 articles, respectively. These were the most frequently used teaching methods, alongside a general combination of multiple teaching methods and teacher presentations. Developing collaborative and interdisciplinary learning skills, techniques for increasing environmental awareness, problem-centered learning skills, and systems thinking skills featuring the teaching methods were seen to promote GCL in 44, 40, 34, and 29 articles, respectively. The results showed that the integration of green chemistry teaching (GCT), e.g., with sustainable education, promoted GCL by fostering environmental consciousness and behavioral change and cognitive processes in a sustainable direction.

Pre-service chemistry teachers' competencies in the laboratory: a cross-grade study in solution preparation

2016 ◽  
Vol 17 (1) ◽  
pp. 100-110 ◽  
Author(s):  
F. Ö. Karataş
Keyword(s):  
Chemistry Education ◽  
Teacher Education Program ◽  
Sharp Decrease ◽  
Solution Chemistry ◽  
Chemistry Laboratory ◽  
Chemistry Teacher ◽  
Chemistry Teachers ◽  
Grade Levels ◽  
Solution Preparation ◽  
Safety Rules

One of the prerequisites for chemistry teacher candidates is to demonstrate certain laboratory skills. This article aims to determine and discuss the competencies of pre-service chemistry teachers in a chemistry laboratory context working with solution chemistry content. The participants in this study consisted of a group of pre-service chemistry teachers in the first to fifth years of a chemistry teacher education program. The participants were given individual tasks of preparing solutions of a certain concentration. The tasks included two steps: calculation and application. The participants were also observed in terms of the degree to which they followed the laboratory safety rules. Overall, the pre-service teachers made numerous errors in calculating the correct amounts of a substance and preparing a solution, as well as obeying the safety rules. Interestingly, the participants' laboratory competencies showed a trend along their grade levels; namely, a slight increase and then a sharp decrease in their solution preparation knowledge and skills that could be associated with retention loss or decay over time in the absence of rehearsal and/or ill-encoding. These results may contribute to the discussion on virtual and physical laboratories in chemistry education.

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN KIMIA ANALITIK UNTUK MENINGKATKAN MUTU PENDIDIKAN GURU KIMIA

2015 ◽  
Vol 3 (1) ◽  
pp. 53
Author(s):  
Mrs Liliasari ◽  
Mrs Siti Darsati
Keyword(s):  
Analytical Chemistry ◽  
Problem Solving ◽  
Creative Thinking ◽  
Representation Formula ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Chemistry Teaching ◽  
Lecture Method ◽  
Power Point ◽  
Problem Solving Process

The aim of the research is to improve chemistry teacher training program quality, use Analytical Chemistry Teaching Model (MPKA). The improvement should be on student higher order thinking skills. The model is consisting of 23 concepts, which include concepts that name process, concepts that have no perceptible instances, concepts which require knowledge of principles, concepts involving symbolic representation, formula and equation. Those concepts arrange in nine hierarchies on concept map. The model of teaching uses: (a) concept and science process skill approach; (b) problem solving and lecture method, and also laboratory activities; (c) transparency and power point media; (d) essay test. Critical thinking skills developed by the model are elementary clarification, basic support, inference and strategy and tactics. Creative thinking skills developed by the model are: (1) encouraging elegant solution of collision conflict, unsolved mysteries; (2) practicing the creative problem solving process in disciplined systematic manner in dealing with the problem and information at hand; (3) examining fantasies to find solution of real problems; (4) heightening anticipation only enough structure to give clues and direction. The model has been implemented to 82 students in three teacher’s training institutions (LPTK) in Java and Bali. The model improves students’ comprehension in Chemistry concepts. It also develops three kinds of logics: group inclusion, proportional and combinatorial. Therefore it is suggested to develop similar models for other courses in perspectives chemistry teachers training program.Key words: Model of teaching, analytical chemistry, critical and creative thinking skills, quality improvement.

scholarly journals LESSON STUDY SEBAGAI LEARNING COMMUNITY UNTUK MENINGKATKAN KOMPETENSI PROFESIONALITAS PESERTA PROGRAM PENDIDIKAN PROFESI GURU KIMIA FKIP UNIVERSITAS RIAU

2017 ◽  
Vol 1 (2) ◽  
pp. 34 ◽  
Author(s):  
Maria Erna ◽  
Diana Tejawati ◽  
Ade Achmadi ◽  
Leo F Manalu ◽  
Martina Eka Desvita
Keyword(s):  
Learning Community ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Chemistry Education ◽  
Professional Competence ◽  
Teacher Education Program ◽  
Quality Education ◽  
Chemistry Laboratory ◽  
High Quality Education ◽  
Professional Teacher

Research on the ability of participants Professional Teacher Education Program (TEP) Chemistry FKIP University of Riau in implementing have been done Lesson Study (LS) as the Learning Community (LC) with the aim of improving professional competence as chemistry teacher candidates. The number of participants total 3 TEP guided implement the LSLC in Chemistry Laboratory FKIP and application implemented in SMAN 12 Pekanbaru. Learning implementation plan compiled by participants of TEP Chemistry Education has improved the category of B (Good) on the plan I and II to A (Very Good) on plan III. Value competence participants TEP Chemistry Education in the implementation of learning also showed an improvement of category K (Less) on the open lesson I and II into a C (Enough) in the open lesson III. The results of this study prove that the application LSLC at SMAN 12 Pekanbaru can develop professional competence of participants TEP Chemistry Education FKIP University of Riau in a sustainable and secure the rights of all students to get a high quality education.

scholarly journals The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

2018 ◽  
Vol 48 ◽  
pp. 01060
Author(s):  
Sibel Demir Kaçan ◽  
Fatma Şahin
Keyword(s):  
Teacher Candidates ◽  
Creative Thinking ◽  
Positive Impact ◽  
Thinking Skills ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
The Impact ◽  
Experimental Group

The research aims to determine “the Impact of Scientific Creative Thinking Skills on Scientific Process Skills”. Thus, the research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for an academic semester. The research data was gained through “Scientific Creativity Test” to be developed by Hu and Adey [14] and adapted by Kadayıfçı [16]; “Scientific Process Skills Test” to be developed by Okey, Wise and Burns, and adapted by Geban, Aşkar and Özkan into Turkish. The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills.

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