VALIDATION OF THERMOCHEMISTRY SUPPLEMENT BOOK BASED PROBLEM SOLVING TO TRAIN STUDENTS METACOGNITIVE SKILLS

This research aims to know validity of thermochemistry suplement book based problem solving to train students metacognitive skills includes the content and construct. Content validity includes the suitability of the material and questions. Construct validity includes presentation and readability techniques. Problem solving model has 4 steps, that are understanding the problem, devising a plan, carrying out the plan, and lock back. Metacognitive skills consist of 3 components, namely planning, monitoring, and evaluating. The type of research used is the Research and Development (R&D) from Sugiyono. The supplement book was assessed by 3 experts in the field of chemical education using a validation instrument. The results showed that a chemical supplement book based on problem solving to train students' metacognitive skills on thermochemical material was very good with a score of 91.6% in content validation and 84.9% in construct validation.

Formation of Design Skills of Schoolchildren As a Meta-Subject Learning Outcome

In the article, design skills are considered as one of the important meta-subject results of the chemical education of schoolchildren. On the example of designing devices, the main stages of their formation in the process of performing educational and research activities are revealed.

Formation of Design Skills of Schoolchildren As a Meta-Subject Learning Outcome

In the article, design skills are considered as one of the important meta-subject results of the chemical education of schoolchildren. On the example of designing devices, the main stages of their formation in the process of performing educational and research activities are revealed.

Development of chemical education and science in Lviv Polytechnic school (1877–1918)

On the 150th anniversary occasion of the Department of Chemical Technology at the Lviv Polytechnic National University founding, the activities of chemical departments and faculties at the time of Polytechnic School in 1877–1918 and the conditions of study of students was covered. Creation and transformation of chemical departments and the role of their leaders was considered. Scientific-pedagogical and public activities of famous scientists and teachers such as August Freund, Yulian Medvedskyi, Bronislaw Pawlewski, Roman Zaloziecki, Stefan Niementowski, Ignacy Moscicki, their contribution to development of Lviv Polytechnic and Galicia was characterized.

Application of Virtual Reality in Chemical Education Using Intermolecular Force Display System HaptiChem

Virtual reality technology has been recently more intensively applied in chemistry. HaptiChem, which was developed in 2006, is one of the systems appeared in the early stage of this field. It is an intermolecular force display system, which makes it possible to touch and move molecules as feeling intermolecular force in a three-dimensional virtual space by using a haptic device. The functions and graphic display were designed as simple as possible for educational use, so that learner can easily grasp the meaning of the concept of molecular forces. We introduced HaptiChem in chemical education. We held a high school chemistry class with 43 students entitled “Several Forces between Molecules” as being open to the media. The students learned about intermolecular force from a lecture together with experiences of the force using HaptiChem. They asked more questions about intermolecular force during the class than usual. Their answers to the questionnaires after the class indicated that the haptic system promoted curiosity and enhanced learning. The students could learn more effectively by combining with the active feeling with HaptiChem. The high-school teachers evaluated that such a system can more efficiently encourage students to learn and remember things by stimulating their sense of touch. The observations also suggested that a haptic device made it easier to establish three-dimensional perception, which is difficult only with 2D-display. This pilot experiment was performed on 15th March 2007. It was the first attempt at using it in the field of chemical education. The observation was done fourteen years ago. However, since the effectiveness of haptic device in chemical education has not been changed and the interests of the applications have been increased, we decided to report the data we observed, which should be still worth disclosing. We wish to dedicate the results to new developments now and in the future.

Application of Virtual Reality in Chemical Education Using Intermolecular Force Display System HaptiChem

Virtual reality technology has been recently more intensively applied in chemistry. HaptiChem, which was developed in 2006, is one of the systems appeared in the early stage of this field. It is an intermolecular force display system, which makes it possible to touch and move molecules as feeling intermolecular force in a three-dimensional virtual space by using a haptic device. We introduced HaptiChem in chemical education. We held a high school chemistry class with 43 students entitled “Several Forces between Molecules” as being open to the media. The students learned about intermolecular force from a lecture together with experiences of the force using HaptiChem. They asked more questions about intermolecular force during the class than usual. Their answers to the questionnaires after the class indicated that the haptic system promoted curiosity and enhanced learning. The students could learn more effectively by combining with the active feeling with HaptiChem. The high-school teachers evaluated that such a system can more efficiently encourage students to learn and remember things by stimulating their sense of touch. The observations also suggested that a haptic device made it easier to establish three-dimensional perception, which is difficult only with 2D-display. This pilot experiment was performed on 15th March 2007. It was the first attempt at using it in the field of chemical education. The observation was done fourteen years ago. However, since the effectiveness of haptic device in chemical education has not been changed and the interests of the applications have been increased, we decided to report the data we observed, which should be still worth disclosing. We wish to dedicate the results to new developments now and in the future.