scholarly journals A Novel Modelling Process in Chemistry: Merging Biological and Mathematical Perspectives to Develop Modelling Competences

2021 ◽  
Vol 11 (10) ◽  
pp. 611
Author(s):  
Vanessa Lang ◽  
Christine Eckert ◽  
Franziska Perels ◽  
Christopher W. M. Kay ◽  
Johann Seibert
Keyword(s):  
Scientific Literacy ◽  
Chemistry Education ◽  
Appropriate Use ◽  
Chemistry Teachers ◽  
General Overview ◽  
Starting Point ◽  
Modelling Competence ◽  
And Mathematics ◽  
Modelling Process ◽  
Use Of Models

Models are essential in science and therefore in scientific literacy. Therefore, pupils need to attain competency in the appropriate use of models. This so-called model–methodical competence distinguishes between model competence (the conceptual part) and modelling competence (the procedural part), wherefrom a definition follows a general overview of the concept of models in this article. Based on this, modelling processes enable the promotion of the modelling competence. In this context, two established approaches mainly applied in other disciplines (biology and mathematics) and a survey among chemistry teachers and employees of chemistry education departments (N = 98) form the starting point for developing a chemistry modelling process. The article concludes with a description of the developed modelling process, which by its design, provides an opportunity to develop students’ modelling competence.

scholarly journals Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class: Results from a Professional Development Program for Chemistry Teachers

2016 ◽  
Vol 2016 ◽  
pp. 1-11 ◽  
Author(s):  
Naama Benny ◽  
Ron Blonder
Keyword(s):  
Professional Development ◽  
Educational Administration ◽  
Chemistry Education ◽  
Science Classroom ◽  
Gifted Students ◽  
Development Program ◽  
School Principal ◽  
Gifted Student ◽  
Internal Factors ◽  
Chemistry Teachers

The current study aims at better understanding the factors that promote and hinder chemistry teachers in teaching a gifted student in their regular chemistry class. In addition, it provides evidence of ways that teachers perceive a professional development course dealing with a gifted student in a mixed-abilities science classroom. Eighty-four photonarratives were collected from 14 chemistry teachers that participated in the course about teaching a gifted student in a regular classroom (41 promoting, 43 hindering factors). Factors that concern chemistry education specifically as well as general practices were raised by the teachers. The teachers were asked to “take a picture” (namely, of an external object or person); they considered most of the factors to be internal factors that are dependent on themselves and therefore concluded that they have the power to influence them. The internal factors can be addressed in the PD course; however the external factors should be managed by the school principal and district educational administration.

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.

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 Keterampilan Berpikir Kritis Calon Guru Kimia sebagai Kesiapan Menghadapi Revolusi Industri 4.0

2020 ◽  
Vol 3 (2) ◽  
pp. 114
Author(s):  
Oktariani Oktariani ◽  
Asyti Febliza ◽  
Nurul Fauziah
Keyword(s):  
Critical Thinking ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Education Students ◽  
Ability Test ◽  
Chemistry Teachers ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research was conducted to identify and describe prospective teachers’ critical thinking skills profile as readiness to face the industrial revolution 4.0. This research was a descriptive research. Research subjects were  chemistry education students who are prospective chemistry teachers. The instruments used in this study were the Critical Thinking Ability Test and Critical Thinking Ability Questionnaire. The instrument used is valid and reliable. The results of the study showed that the critical thinking skills of prospective chemistry teacher students are still in sufficient criteria with average score 46,7. It was also found that students' critical thinking skills in 5th  semester  were better than those in semester 3rd and 1st with average score 57,46 and 41. This result was also supported by differences in student performance for each indicator of critical thinking skills. Chemistry students show better performance on indicators of building basic skills compared to other critical thinking skills indicators. Meanwhile, the indicators on building strategies and tactics of chemistry education students still showed  poor performance than other indicators. This needs to be improved immediately in order to prepare prospective chemistry teachers who are ready to compete in facing the industrial revolition 4.0. Improvements can be made by designing learning methods, teaching materials and evaluation tools that can improve students' critical thinking skills.Keywords: critical thinking skill, education 4.0., prospective chemistry teachers, revolutioanl industry 4.0ABSTRAK.Penelitian ini dilakukan untuk mengidentifikasi dan mendeskripsikan profil keterampilan berpikir kritis calon guru kimia sebagai kesiapan dalam menghadapi revolusi industri 4.0. Penelitian ini merupakan penelitian deskriptif. Subjek penelitian merupakan mahasiswa pendidikan kimia yang merupakan calon guru kimia. Instrumen yang digunakan dalam penelitian ini adalah tes keterampilan berpikir kritis dan kuisioner keterampilan berpikir kritis. Instrumen yang digunakan sudah valid dan reliabel.  Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis calon guru kimia masih berada pada kriteria cukup yaitu dengan skor rata-rata 46,7. Selain itu juga ditemukan bahwa keterampilan berpikir kritis mahasiswa semester 5 lebih baik dibandingkan semester 3 dan semester 1 dengan skor rata-rata masing-masingnya yaitu 57, 46 dan 41.  Hasil ini juga didukung dengan adanya perbedaan performa mahasiswa untuk masing-masing indikator keterampilan berpikir kritis. Calon guru kimia menunjukkan  performa yang lebih baik pada indikator membangun keterampilan dasar dibandingkan dengan indikator keterampilan berpikir kritis lainnya. Sementara itu, pada indikator membangun strategi dan taktik calon guru kimia masih menunjukkan performa yang kurang baik dibandingkan dengan indikator yang lainnya. Hal ini perlu segera diperbaiki guna mempersiapkan calon guru kimia yang siap bersaing menghadapi era revolusi industri 4.0. Perbaikan dapat dilakukan dengan cara merancang metode pembelajaran, bahan ajar dan alat evaluasi yang dapat mengasah keterampilan berpikir kritis peserta didik. Kata kunci: calon guru kimia, keterampilan berpikir kritis, pendidikan 4.0, revolusi industri 4.0

scholarly journals Extending semantic context analysis using machine learning services to process unstructured data

2021 ◽  
Vol 102 ◽  
pp. 02001
Author(s):  
Anja Wilhelm ◽  
Wolfgang Ziegler
Keyword(s):  
Machine Learning ◽  
Language Processing ◽  
Knowledge Bases ◽  
Semantic Context ◽  
Unstructured Data ◽  
Context Analysis ◽  
Scientific Publications ◽  
Starting Point ◽  
Processing And Storage ◽  
Modelling Process

The primary focus of technical communication (TC) in the past decade has been the system-assisted generation and utilization of standardized, structured, and classified content for dynamic output solutions. Nowadays, machine learning (ML) approaches offer a new opportunity to integrate unstructured data into existing knowledge bases without the need to manually organize information into topic-based content enriched with semantic metadata. To make the field of artificial intelligence (AI) more accessible for technical writers and content managers, cloud-based machine learning as a service (MLaaS) solutions provide a starting point for domain-specific ML modelling while unloading the modelling process from extensive coding, data processing and storage demands. Therefore, information architects can focus on information extraction tasks and on prospects to include pre-existing knowledge from other systems into the ML modelling process. In this paper, the capability and performance of a cloud-based ML service, IBM Watson, are analysed to assess their value for semantic context analysis. The ML model is based on a supervised learning method and features deep learning (DL) and natural language processing (NLP) techniques. The subject of the analysis is a corpus of scientific publications on the 2019 Coronavirus disease. The analysis focuses on information extractions regarding preventive measures and effects of the pandemic on healthcare workers.

scholarly journals APLICAÇÃO DE UMA HISTÓRIA EM QUADRINHOS, TRINITY, NA EDUCAÇÃO EM QUÍMICA

Química Nova ◽  
2021 ◽  
Author(s):  
Guilherme Silva ◽  
Carolina Sotério ◽  
Salete Queiroz
Keyword(s):  
Chemistry Education ◽  
Science Learning ◽  
Atomic Bomb ◽  
Comic Strip ◽  
Educational Tool ◽  
Instructional Tool ◽  
Comic Strips ◽  
Chemistry Teachers ◽  
History Of

THE APPLICATION OF A COMIC STRIP, TRINITY, IN CHEMISTRY EDUCATION. Faced with obstacles encountered in lessons and the search for actions that meet current educational needs, some attention has been paid to the role of comics as instructional tool. This article focuses on the use of a comic strip, Trinity: A Graphic History of the First Atomic Bomb, to develop knowledge and promote science learning. Three case studies were extracted from the comic and implemented to a group of pre-service chemistry teachers. A questionnaire was utilized to assess their perceptions about the usefulness of comics for their learning. One hundred percent of students indicated that comics helped improve their understanding of the nature of science. On the basis of the data, comic strips may be utilized as an acceptable educational tool in science education.

scholarly journals Quality assurance of higher education in chemistry in Russia taking into account international trends in the context of the cognitive paradigm

2021 ◽  
Vol 99 ◽  
pp. 01037
Author(s):  
Alsu Kamaleeva ◽  
Suriya Gilmanshina
Keyword(s):  
Chemistry Education ◽  
Educational Programs ◽  
Chemistry Teachers ◽  
Experimental Teaching ◽  
International Trends ◽  
Single Chemical ◽  
Chemical Knowledge ◽  
The Republic ◽  
The University ◽  
Additional Education

In the process of organizing chemistry education, it is important to understand that in the context of the introduction of the cognitive paradigm of education under the conditions of modern generating of chemical knowledge, the system of additional education as a universal form of development leads each student to a new, better state. Within the framework of a new approach to the organization of a purposeful process of teaching and upbringing by means of providing educational services by the implementation of additional educational programs, information and educational activities outside the main educational programs in the interests of students on the basis of the Kazan Federal University, author's electronic educational resources and digitized programs of additional education were developed and tested on the example of theoretical and experimental teaching at the Small Chemical Institute of the University. A survey of chemistry teachers working in schools in the city of Kazan or the Republic of Tatarstan, as well as graduates - future chemistry teachers showed that 97% of respondents use the possibilities of the system of additional chemistry education. The structure and logic of the implementation of the proposed programs expand the ability to use logical thinking operations in teaching, such as synthesis, analysis, analogy, comparison, generalization and systematization, and are aimed at forming students' understanding of a single chemical picture of the world, its materiality and the reasons for the diversity of the natural science world.

scholarly journals Etnografia como campo de pesquisa na e para a prática docente de professores indígenas Iny-Karajá que ensinam Ciências e Matemática

2021 ◽  
Vol 11 (1) ◽  
pp. 163
Author(s):  
Raimundo Ribeiro dos Santos ◽  
Elisângela Aparecida Aparecida Pereira de Melo
Keyword(s):  
Indigenous People ◽  
Cultural Practices ◽  
Community Context ◽  
Daily Lives ◽  
Mato Grosso ◽  
School Activities ◽  
The People ◽  
Narrative Interview ◽  
Starting Point ◽  
And Mathematics

Este trabalho é proveniente de um estudo desenvolvido na Comunidade Indígena Itxala, município de Santa Terezinha, Estado de Mato Grosso, acerca das práticas socioculturais empreendidas pelos indígenas Iny-Karajá em distintas atividades cotidianas que contemplam as paisagens de manifestações culturais e originárias do povo das águas. Como ponto de partida, trazemos a seguinte indagação: Em que termos é possível etnografar os saberes originários do povo Iny-Karajá na perspectiva de mobilizar e potencializar ações educativas para a sala de aula? Nesse sentido, objetivamos descrever as práticas socioculturais que podem mobilizar e potencializar atividades para o ensino de Ciências e Matemática. O estudo pauta-se na abordagem qualitativa de cunho etnográfico, permitindo evidenciar as impressões e as percepções dos professores, por meio da entrevista narrativa e da participação para observar o cotidiano desses indígenas no decurso da realização de suas práticas socioculturais, com destaque para as pinturas corporais e as ações educativas. Nossas reflexões evidenciam, dentre outras possibilidades, o compartilhar de novos conhecimentos e de atividades escolares na e para a sala de aula mediadas por elementos socioculturais do contexto comunitário, emergindo a negociação de significados como estratégia mediadora e potencializadora do aprendizado de Ciências e Matemática no contexto escolar local.Palavras-chave: Práticas socioculturais. Atividades educativas. Ensino de Ciências e Matemática. Abstract: This work comes from a study developed in the Itxala Indigenous Community, located in the municipality of Santa Terezinha, State of Mato Grosso, Brazil. It is focused on addressing socio-cultural practices of the Iny-Karajá indigenous people during their different daily activities, which include cultural and original manifestations of the people of the waters. As a starting point, we bring the following question: How is it possible to know, through ethnography, the knowledge originating from the Iny-Karajá people in the perspective of mobilizing and enhancing educational actions for the classroom? So, we aim to describe the socio-cultural practices that can mobilize and enhance activities for the teaching of Science and Mathematics. This study is based on a qualitative ethnographic approach, allowing to evidence the impressions and perceptions of teachers through narrative interview and participation, with the intention of observing the daily lives of these indigenous people during the performance of their socio-cultural practices, with emphasis on body paintings and educational actions. Among other possibilities, our reflections show the sharing of new knowledge and school activities in and for the classroom, mediated by sociocultural elements of the community context, making the negotiation of meanings emerge as a mediating and enhancing strategy for the learning of Sciences and Mathematics in the local school context.Keywords: Sociocultural practices. Educational activities. Science and Mathematics Teaching.

The influence of a design-based elective STEM course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering views

2018 ◽  
Vol 19 (3) ◽  
pp. 954-972 ◽  
Author(s):  
Sevgi Aydin-Gunbatar ◽  
Aysegul Tarkin-Celikkiran ◽  
Elif Selcan Kutucu ◽  
Betul Ekiz-Kiran
Keyword(s):  
Engineering Design ◽  
Content Knowledge ◽  
Stem Education ◽  
Two Dimensions ◽  
Teacher Education Programs ◽  
Chemistry Teachers ◽  
Integrated Stem ◽  
And Mathematics ◽  
Pre Service Teacher ◽  
Similar Development

In this study, we sought to examine the influence of a 12 week design-based elective Science, Technology, Engineering, and Mathematics (STEM) course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering and engineering design views. To attain the goals determined, we utilized five STEM activities starting with a daily-life problem and an iterative engineering design process to solve the problem. A chemistry test with 11 two-tier items, and interviews focusing on STEM and engineering conceptions were administered at the beginning and at the end of the course. Moreover, a reflection paper was collected after each activity. Eight junior pre-service chemistry teachers participated in the study voluntarily. Deductive and inductive data analyses were used to investigate the influence of the course on participants’ content knowledge, STEM conceptions, and engineering and engineering design views. The results revealed that the design-based STEM course helped pre-service teachers deepen their content knowledge. Additionally, most of the participants defined integrated STEM education as an acronym (n= 6) and very few mentioned the interdisciplinary dimension of STEM education superficially at the beginning (n= 3). At the end, they mentioned interdisciplinary nature as connecting at least two dimensions of STEM, and they emphasized engaging in real-world problems, designing a product or process and inquiry-based and/or problem-based learning. Regarding engineering and engineering design views, a similar development was observed. Although their views were undeveloped or underdeveloped at the beginning, they enriched their views and mentioned defining criteria, creativity and integration to science and mathematics that are characteristics of engineering and design processes. Implications for including STEM courses in pre-service teacher education programs were provided.

New Features of Open Textbook for Integrative STEMx Education

2019 ◽  
pp. 142-168
Keyword(s):  
Learning Strategies ◽  
Scientific Literacy ◽  
Michigan State University ◽  
State University ◽  
Scientific Content ◽  
Perceived Need ◽  
Unique Experience ◽  
Global Skills ◽  
And Mathematics ◽  
Open Textbooks

Over the last 10 years it was observed that scientific literacy has two orientations: (1) scientific content is presented to be used later for anything and (2) scientific content is presented to be used in life. According to data provided by the Michigan State University, STEM (i.e., science, technology, engineering, and mathematics) occupations are growing at nearly two times the rate of the non-STEM jobs. In addition, many fields are seeking employers with STEM-related skills, such as problem solving, critical thinking, and technical abilities. Thus, as STEM has progressively expanded, there is a perceived need for new focused on high-demand jobs in scientific literacy. For open textbooks to be a unique experience in STEM education, it is important to design new features. This chapter explores the open textbook area for integrative STEMx education. It considers how open textbooks can provide students a unique way forward to learn about learning strategies and to develop global skills on-demand. The conclusion is provided at the end.

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