Should We Transform? Integration Cultural Ethics And Values in Chemistry Teaching And Learning

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.

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Representações Quantitativas em Laboratórios Virtuais para o Ensino de Química

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2021v22n2p152-159 ◽

2021 ◽

Vol 22 (2) ◽

pp. 152-159

Author(s):

Alessandro Félix Pascoin ◽

José Wilson P Carvalho

Keyword(s):

Qualitative Research ◽

Knowledge Construction ◽

Teaching And Learning ◽

Learning Processes ◽

Virtual Laboratory ◽

Virtual Labs ◽

Chemistry Teaching ◽

Virtual Laboratories ◽

Peircean Semiotics ◽

Quantitative Nature

Resumo Os laboratórios virtuais utilizados no ensino de Química se constituem importantes recursos didáticos para o avanço dos processos de ensino e aprendizagem, ao passo que podem contribuir para ações de mediação na construção do conhecimento. A presente pesquisa teve como objetivo analisar as representações quantitativas que estão presentes nas interfaces de laboratórios virtuais à luz da Semiótica Peirceana. É uma pesquisa qualitativa exploratória, realizada no repositório portal PhET–Interative Simulation. No percurso da pesquisa foram encontrados 51 aplicativos, desses seis exibiam características de laboratório virtual e três foram semioticamente analisados. Os resultados indicam que três laboratórios apresentam disposições parcialmente satisfatórias nas representações quantitativas que abordam. Esses podem vir a contribuir para o fortalecimento do ensino da Química, por meio de ilustrações, simulações e a participação interativa do estudante. Quanto às possibilidades, esses oferecem diferentes ambientes, formatos e modelos para o estudo desta ciência. Também foram encontradas limitações como a insuficiência de signos iconográficos de ordem quantitativa considerados indispensáveis na conjuntura conceitual de determinados tópicos da Química. As indicações desta pesquisa são para se pensar a respeito dos signos que vão representar a natureza quantitativa da Química, transformando os desafios em possibilidades para os processos de ensino e aprendizagem desta ciência. Palavras-chave: Semiótica. Ensino de Química. Laboratórios Virtuais. Abstract Virtual laboratories used in chemistry teaching are important didactic resources for the advancement of teaching and learning processes, while they can contribute to mediation actions in the knowledge construction. This research aims to analyze the quantitative representations that are present in the virtual laboratories interfaces in light of Peircean semiotics. It is an exploratory qualitative research, conducted at the portal PhET – Interative Simulation. During the research, 51 applications were found, of these, 6 exhibited virtual laboratory characteristics and three were semiotically analyzed. The results indicate that three laboratories have partially satisfactory arrangements in the quantitative representations they address. They can contribute to the strengthening of chemistry teaching through illustrations, simulations and interactive student participation. As for the possibilities they offer different environments, formats and models for the study of this science. Limitations were also found as the insufficiency of quantitative iconographic signs considered indispensable in the conceptual conjuncture of certain topics of chemistry. The indications of this research are to think about the signs that will represent the Chemistry quantitative nature, turning the challenges into possibilities for the teaching and learning processes of this science. Keywords: Semiotics. Chemistry Teaching. Virtual Labs.

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An Overview of Chemistry Teaching Transformation during COVID-19 Pandemic: An Experience from University of Botswana

Asian Journal of Chemical Sciences ◽

10.9734/ajocs/2021/v10i419097 ◽

2021 ◽

pp. 1-6

Author(s):

Girija S. Singh

Keyword(s):

Reaction Mechanisms ◽

Online Teaching ◽

Teaching And Learning ◽

Chemistry Education ◽

Chemistry Teaching ◽

Face To Face ◽

University Of Botswana ◽

National University ◽

The University ◽

Teaching Transformation

COVID-19-related disruption in teaching in the University of Botswana led the school to prepare new strategies for running classes and to design innovative way of instruction. The most notable change was to replace face-to-face lectures with online teaching at least partially (blended teaching and learning). This posed many challenges, especially in the teaching of science and technology subjects. In a laboratory-based discipline such as chemistry the problems encountered were especially daunting. Moreover, writing mathematical equations, chemical reactions and reaction mechanisms posed their own difficulties. The present communication provides a brief overview of how chemistry education at the University, the premier national university of Botswana, has been transformed during the last three semesters. It is based on experience of the author and as judged by the feed-back received from colleagues and the students. Admittedly, the experience is limited and much discussion is still in progress to meet the unresolved challenges. Theory classes at undergraduate levels are now mostly taught online using packages such as Moodle and MS Teams. The tutorial and laboratory sessions have faced the greatest disruptions and the instructors continue to explore ways to conduct these virtually. Online examinations were found to be limited in their effectiveness, especially in the assessment of drawing chemical structure and reaction mechanisms as well as the students’ ability in scientific writing.

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Chapter 1. The Role of the Laboratory in Chemistry Teaching and Learning

10.1039/9781839164712-00001 ◽

2021 ◽

pp. 1-15

Keyword(s):

Teaching And Learning ◽

Chemistry Teaching

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Concepts and Calculations in Chemistry Teaching and Learning

Journal of Chemical Education ◽

10.1021/ed071p111 ◽

1994 ◽

Vol 71 (2) ◽

pp. 111 ◽

Cited By ~ 12

Author(s):

Herbert Beall ◽

Sarah Prescott

Keyword(s):

Teaching And Learning ◽

Chemistry Teaching

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

Chemistry Teacher International ◽

10.1515/cti-2018-0029 ◽

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’.

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17217876 ◽

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.

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