World Journal of Chemical Education最新文献_第10页

ELLs in Higher Education: Learning Strategy Use and Goal Orientation 高等教育中的ELLs:学习策略运用与目标导向

World Journal of Chemical Education Pub Date : 2022-02-20 DOI: 10.5430/wje.v12n1p45

Hong Shi

引用次数: 0

Ready or Not: Gulf Country Teachers’ Challenges toward Teaching Online Courses in Emergency Cases in Higher Education 准备好了没有:海湾国家教师在高等教育紧急情况下教授在线课程的挑战

World Journal of Chemical Education Pub Date : 2022-02-15 DOI: 10.5430/wje.v12n1p52

A. Zeyab, R. Larkins, Monirah Alsalim, Shimaa A. Albloushi

{"title":"Ready or Not: Gulf Country Teachers’ Challenges toward Teaching Online Courses in Emergency Cases in Higher Education","authors":"A. Zeyab, R. Larkins, Monirah Alsalim, Shimaa A. Albloushi","doi":"10.5430/wje.v12n1p52","DOIUrl":"https://doi.org/10.5430/wje.v12n1p52","url":null,"abstract":"The purpose of this study was to determine the challenges faced by teachers from the Arabian Gulf countries of Saudi Arabia and Kuwait while teaching virtual online courses. Because online learning in higher education in these countries had not occurred before the current pandemic, the teachers and students faced new challenges for the first time, including online communication, inadequate training, insufficient practice, and incompetence in online assessment. Seventy-six teachers of higher education in Kuwait or Saudi Arabia participated in this study, which was a survey created by the first author to determine the effectiveness of communication, training, practicing and assessing students’ performance during the pandemic. Results indicated that no differences were found between the two countries; while participants felt that training was adequate for the task of converting to remote teaching, they were concerned about nonverbal aspects of communication and assessing online work. Suggestions included obtaining participants from other Gulf countries, refining the survey, and involving different types of institutions such as private colleges. The results of this study imply that for many teachers, improvements in communication and assessment are necessary to improve online teaching, which is likely to continue in these countries after the pandemic is over.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"113 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73129778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

In-situ Surface Enhanced Electrochemical Chemiluminescence and Raman Scattering with Screen-printed Gold- and Silver-Electrodes 丝网印刷金和银电极的原位表面增强电化学化学发光和拉曼散射

World Journal of Chemical Education Pub Date : 2022-02-13 DOI: 10.12691/wjce-10-1-4

A. Habekost

引用次数: 1

Conditions Fostering International Graduate Students’ Happiness and Engagement During the COVID-19 Pandemic 在2019冠状病毒病大流行期间促进国际研究生快乐和参与的条件

World Journal of Chemical Education Pub Date : 2022-02-12 DOI: 10.5430/wje.v12n1p1

W. Ankomah

{"title":"Conditions Fostering International Graduate Students’ Happiness and Engagement During the COVID-19 Pandemic","authors":"W. Ankomah","doi":"10.5430/wje.v12n1p1","DOIUrl":"https://doi.org/10.5430/wje.v12n1p1","url":null,"abstract":"This paper focuses on eight conditions that kept international master’s students (IMS) in a Southern Ontario university happy and engaged in their studies during the first and second waves of the COVID-19 pandemic. Using the first phase of the Appreciative Inquiry’s (AI) 4-D cycle—i.e., discovery—this doctoral study conducted 14 individual interviews and three focus group discussions to identify conditions that made the IMS students happier and more engaged despite pandemic-related challenges. The study is crucial in advancing positive experiences of IMS because existing literature has focused primarily on their challenges and problems. The study’s use of AI, a strength-based theoretical and methodological approach, suggests the need to highlight the quality experiences of this minoritized group. Data revealed specific factors that brought about happiness and boosted IMS engagement in their studies, namely: financial and emotional support from family; responsive instructors; employment opportunities during the pandemic; and learning and engaging in extracurricular activities with colleagues and friends. Other conditions also proved crucial to participants’ happiness and engagement in their studies, including: professionalism of non-teaching staff; the institution’s learning management system and supporting online platforms; virtual access to campus software and other learning resources; and reduced travel time. Study findings aim to inform international student policy and enrich the international student experience literature.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80288392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teachers’ Beliefs: Positive or Negative Indicators of Inquiry-Based Science Teaching? 教师信念:探究性科学教学的积极指标还是消极指标?

World Journal of Chemical Education Pub Date : 2022-02-12 DOI: 10.5430/wje.v12n1p17

S. Mohammed

{"title":"Teachers’ Beliefs: Positive or Negative Indicators of Inquiry-Based Science Teaching?","authors":"S. Mohammed","doi":"10.5430/wje.v12n1p17","DOIUrl":"https://doi.org/10.5430/wje.v12n1p17","url":null,"abstract":"Inquiry-based science teaching is an innovative pedagogy that is more effective than traditional instruction in promoting scientific literacy. However, teachers must develop strong favourable beliefs about inquiry teaching before they can successfully employ it to improve students’ learning outcomes. Despite its importance few studies have been done to examine teachers’ beliefs about inquiry teaching in places, like Africa, where there are serious inquiry curricula implementation challenges. This study investigated whether teachers’ beliefs are positive or negative indicators of inquiry-based science teaching. Convergent parallel mixed methods was used for the study. Purposive and stratified random sampling were used to select 308 and subsample of 18 integrated science teachers from public and private junior high schools (JHSs) from urban and rural areas. Administration of questionnaires and semi-structured interviews were used for the quantitative and qualitative data collection. The questionnaire has content and construct validities and is reliable. The interview schedule is credible and dependable. One finding suggests that most teachers in the research setting hold weak beliefs about inquiry teaching but strong beliefs about traditional instruction, that are negative indicators of inquiry-based science teaching. Other findings indicate that there are significant school type and academic qualification differences in teachers’ beliefs about inquiry-based science teaching. One implication of the findings is that currently most teachers in the study context do not hold strong positive beliefs necessary for the implementation of inquiry-based science curricula. It is recommended that regular inquiry-based in-service trainings be designed to improve teachers’ beliefs. It is also recommended that inquiry-based in-service trainings should be designed based on teachers’ school type and academic qualifications.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85074271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Post-Pandemic Effects of Distance Education on Business Students: A Review of Expert Reports 大流行后远程教育对商科学生的影响:专家报告综述

World Journal of Chemical Education Pub Date : 2022-02-12 DOI: 10.5430/wje.v12n1p34

H. Estelami, A. Bezzone

引用次数: 1

Is Hammett Correlation of Dipole Moments of mono-Substituted Benzenes Helpful to Distinguish o,p-Directing Groups from m-Directing Groups in an Aromatic Electrophilic Substitution? A Chemical Education Perspective 单取代苯偶极矩的Hammett相关是否有助于区分芳香亲电取代中o,p-导向基和m-导向基?化学教育的视角

World Journal of Chemical Education Pub Date : 2022-01-03 DOI: 10.12691/wjce-10-1-3

R. Sanjeev, D. A. Padmavathi, V. Jagannadham

引用次数: 0

Introducing NMR to Biomedical Laboratory Scientists through a Laboratory Exercise; Synthesis, Structure Determination and Quantization of Aspirin by Employing an 1H-NMR Bench Top Instrument 通过实验室练习向生物医学实验室科学家介绍核磁共振用1H-NMR台式仪器合成、结构测定及定量阿司匹林

World Journal of Chemical Education Pub Date : 2021-12-22 DOI: 10.12691/wjce-10-1-2

Marit Kristin Leiren, S. Steinkopf

{"title":"Introducing NMR to Biomedical Laboratory Scientists through a Laboratory Exercise; Synthesis, Structure Determination and Quantization of Aspirin by Employing an 1H-NMR Bench Top Instrument","authors":"Marit Kristin Leiren, S. Steinkopf","doi":"10.12691/wjce-10-1-2","DOIUrl":"https://doi.org/10.12691/wjce-10-1-2","url":null,"abstract":"In this chemical education research study, NMR was introduced to a group of 3 students with minor chemistry background. A bench top NMR instrument was used to acquire the 1 H-NMR spectra. The 1 H-NMR spectra were used to monitor the synthesis of ASA and product purity. The spectrum of the product confirmed its formation, and the spectra of crude and final product allowed the students to observe the elimination of impurities upon recrystallization of the product. Further, the spectrum of the final product was used to quantify the yield through integration of the proton resonances. The use of integrals of the proton resonances for calculation of the yield of ASA is to our knowledge not described elsewhere in undergraduate experiments. A procedure for the synthesis, recording and processing of 1 H-NMR spectra, as well as calculation of the yield is reported. This procedure can be implemented by undergraduate or by high school students and might as well be useful for instructors who wants to introduce NMR spectroscopy early in the curriculum of Chemistry. By including an exercise like this, the students get hands on experience to employ advanced technology that might be commonly used in the future, also in Hospital laboratories. Furthermore, it is useful to introduce one of the most demanding and advanced methods in chemistry as early as possible in the curriculum in Chemistry to promote the chemistry career.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"8 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83605939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Level of Knowledge of Agricultural Science Graduate Students about Climate Change Mitigation and Adaptation Practices of Agriculture 农业科学研究生关于减缓气候变化与农业适应实践的知识水平

World Journal of Chemical Education Pub Date : 2021-12-20 DOI: 10.5430/wje.v11n6p50

N. M. Gazzaz, M. Al-Masad

{"title":"Level of Knowledge of Agricultural Science Graduate Students about Climate Change Mitigation and Adaptation Practices of Agriculture","authors":"N. M. Gazzaz, M. Al-Masad","doi":"10.5430/wje.v11n6p50","DOIUrl":"https://doi.org/10.5430/wje.v11n6p50","url":null,"abstract":"Climate change (CC) is a global environmental problem and source of concern. Effective planning and implementation of CC mitigation and adaptation may arise from knowledge of its causes and effects. Therefore, dissemination of knowledge is highly important for ensuring that the knowledge grows and spreads amongst the various stakeholders and that it is turned into action. The students of today are the leaders and policy makers of tomorrow. They will effectively serve as change agents once their knowledge base has been well established. This study provides analysis of graduate students' level of knowledge of CC, its nature, causes, effects, mitigation, and adaptation. The study population was 57 agricultural science master's students in the Faculty of Agricultural Sciences in Jarash University, Jordan, and the sample consisted of 50 of those students. The study used online test as the knowledge assessment and data collection tool. Frequency distribution analysis uncovered that the sample students possess high level of general knowledge of CC, moderate level of knowledge of mitigation of CC, and high level of knowledge of adaptation to CC. As to the three investigated facets of general knowledge of CC, these students have high levels of knowledge of the nature and the effects of CC and moderate level of knowledge of its causes. These findings contribute to understanding of students' knowledge achievements and gaps and of the need for curricular reform in terms of structure and content that can be shared by agricultural science faculties around the World with similar CC graduate programs.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78534177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effect of Building Closures due to COVID 19 on the Perceptions and Practices of School Counselors COVID - 19导致的建筑物关闭对学校辅导员的认知和实践的影响

World Journal of Chemical Education Pub Date : 2021-12-12 DOI: 10.5430/wje.v11n6p1

L. Nadelson, V. Couture, Odunola Oyeniyi

引用次数: 0