Chemistry Teacher International : best practices in chemistry education最新文献_第4页

Determination of alkalinity in the water sample: a theoretical approach 水样碱度的测定:一种理论方法

Chemistry Teacher International : best practices in chemistry education Pub Date : 2023-07-13 DOI: 10.1515/cti-2022-0052

S. Dhoke

引用次数: 0

The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms 一种测量异质化学课堂中教师和学生对差异化教学信念的工具的开发

Chemistry Teacher International : best practices in chemistry education Pub Date : 2023-07-11 DOI: 10.1515/cti-2023-0005

Enas Easa, R. Blonder

{"title":"The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms","authors":"Enas Easa, R. Blonder","doi":"10.1515/cti-2023-0005","DOIUrl":"https://doi.org/10.1515/cti-2023-0005","url":null,"abstract":"Abstract Diversity and differences between students are the reality that teachers deal with daily. To address this reality, developments in education aim to provide teachers with the knowledge and requisite skills needed for differentiated instruction (DI). DI is a pedagogical-didactic approach that enables teachers to systematically address students’ diverse learning needs. However, no validated instruments currently exist to measure or evaluate teachers’ and students’ beliefs toward DI in chemistry. Hence, there is a need to develop such questionnaires to examine students’ and teachers’ sense of self-efficacy (SE) and attitudes (AT). We describe the development and validation processes of such questionnaire that have been developed based on relevant literature on DI and on teachers’ experience with DI in a heterogeneous classroom. The items were validated by experts’ panel, a readability test, and a field test. A confirmatory factor analysis was undertaken to investigate the factor structure of the teachers and students’ questionnaires based on pilot test reliability, Cronbach’s alpha revisions, and rerun alpha. As a result, the SE and AT of students towards DI instrument entailed 38 items with a five-factor structure indicating a high reliability. Three factors of attitudes, (α) = 0.98, and two factors of self-efficacy, (α) = 0.91. The SE and AT of teachers entailed 55 items with a five-factor structure indicating a high reliability of self-efficacy, (α) = 0.95 and of attitudes towards DI in heterogeneous chemistry classrooms, (α) = 0.93.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48210236","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

Identifying self-regulated learning in chemistry classes – a good practice report 确定化学课的自我调节学习-一个很好的实践报告

Chemistry Teacher International : best practices in chemistry education Pub Date : 2023-07-10 DOI: 10.1515/cti-2022-0036

Yael Feldman-Maggor

引用次数: 1

“Chemistry, climate and the skills in between”: mapping cognitive skills in an innovative program designed to empower future citizens to address global challenges “化学、气候和两者之间的技能”:在一个创新项目中绘制认知技能，旨在增强未来公民应对全球挑战的能力

Chemistry Teacher International : best practices in chemistry education Pub Date : 2023-07-07 DOI: 10.1515/cti-2023-0015

S. Rap, Sharon Geller, Dvora Katchevich, Hanan Gbarin, R. Blonder

{"title":"“Chemistry, climate and the skills in between”: mapping cognitive skills in an innovative program designed to empower future citizens to address global challenges","authors":"S. Rap, Sharon Geller, Dvora Katchevich, Hanan Gbarin, R. Blonder","doi":"10.1515/cti-2023-0015","DOIUrl":"https://doi.org/10.1515/cti-2023-0015","url":null,"abstract":"Abstract One of the primary objectives of an education system is to prepare students for their adult lives by imparting them with the requisite knowledge, qualifications, and skills that will enable them to confront future challenges effectively. A whitepaper published by the Israeli Ministry of Education titled “The Graduate’s Image” stresses the importance of incorporating specific skills into the school curriculum. However, there is a lack of educational programs that can transform teaching skills into actual practice. In light of this conclusion, we developed the program “Chemistry, Climate & the Numbers in Between” to foster these skills and produce graduates with the ability to adopt a critical approach and a well-informed perspective toward the world. In this paper, we delineated the cognitive skills developed in the program. The results indicate that innovative program can be utilized to integrate several important skills into a chemistry lesson. The program has the potential to equip and empower future citizens to address and tackle global challenges while utilizing cognitive skills using chemistry knowledge. However, it is important to note that learning in this way requires much more time than a regular lesson does and requires a significant commitment and investment from the teacher.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43897471","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 context of science fiction in the pre-service teachers’ chemistry education 科幻小说在职前教师化学教育中的作用

Chemistry Teacher International : best practices in chemistry education Pub Date : 2023-06-28 DOI: 10.1515/cti-2022-0029

M. Vosnjak, Iztok Devetak

{"title":"The context of science fiction in the pre-service teachers’ chemistry education","authors":"M. Vosnjak, Iztok Devetak","doi":"10.1515/cti-2022-0029","DOIUrl":"https://doi.org/10.1515/cti-2022-0029","url":null,"abstract":"Abstract Context-based teaching and learning has a long tradition in science, especially chemistry. Audiovisual media (movies and series) can be used to provide context, and it can help overcome many students’ negative attitudes toward real science. An example of audiovisual media in which a science context can be presented is science fiction (abbreviated Sci-Fi). The purpose of this study was to investigate how the Sci-Fi context influences pre-service teachers’ attitudes and perceptions regarding the use of Sci-Fi for teaching and learning science, with a focus on chemistry, as a result of a 15-week novel elective Sci-Fi course for pre-service teachers. The main instruments used were online questionnaires, a final exam, and a rubric-based presentation evaluation form. The results of our study show that the majority of pre-service teachers consider the Sci-Fi context to be a very interesting context for science education, especially chemistry, and a useful tool for promoting students’ interest in science. Students believe that it is important to incorporate the Sci-Fi context into chemistry instruction at all levels. Our results suggest that the Sci-Fi context is useful to students as an alternative learning method that can be used to improve student learning outcomes.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49040719","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

Frontmatter 头版头条

Chemistry Teacher International : best practices in chemistry education Pub Date : 2023-06-01 DOI: 10.1515/cti-2023-frontmatter2

引用次数: 0

Developing and evaluating a multiple-choice knowledge test about Brønsted-Lowry acid-base reactions for upper secondary school students 高中生Brønsted-Lowry酸碱反应多项选择题知识测试的开发与评价

Chemistry Teacher International : best practices in chemistry education Pub Date : 2023-06-01 DOI: 10.1515/cti-2022-0038

Rita Elisabeth Krebs, Marvin Rost, Anja Lembens

{"title":"Developing and evaluating a multiple-choice knowledge test about Brønsted-Lowry acid-base reactions for upper secondary school students","authors":"Rita Elisabeth Krebs, Marvin Rost, Anja Lembens","doi":"10.1515/cti-2022-0038","DOIUrl":"https://doi.org/10.1515/cti-2022-0038","url":null,"abstract":"Abstract For centuries, chemists have researched acid-base reactions and developing numerous different acid-base concepts. Consequentially, it is difficult to teach about acid-base reactions in a clear and conceptually coherent manner. We aim at contributing to teaching about acid-base chemistry by an intervention introducing upper secondary school chemistry students to an acid-base concept that is scientifically appropriate and learner-centred. This modernized version of the Brønsted-Lowry acid-base concept appears sufficiently complex for the target group. Additionally, it emphasizes the donor-acceptor concept and the reaction mechanism. In order to evaluate the gain in declarative knowledge during our intervention, we developed and piloted a multiple-choice knowledge test with Austrian upper secondary students (N = 136). By estimating a Rasch model (WLE-Rel. = 0.63, Infitmin = 0.90, Infitmax = 1.02, Outfitmin = 0.89, Outfitmax = 1.00, d = −0.44–1.8), we constructed a pre-test (11 MC items, 6 open-ended questions) and a post-test (11 MC items, 6 open-ended questions) based on key concepts of the topic for our intervention study (N = 57). Overall, the test proved a reliable tool to estimate learners’ declarative knowledge about acid-base reactions in the course of the intervention study, showing a significant knowledge increase.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"5 1","pages":"177 - 188"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47612258","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

The reflection invariance problems in stereochemical nomenclature for absolute configuration 立体化学绝对构型命名中的反射不变性问题

Chemistry Teacher International : best practices in chemistry education Pub Date : 2023-05-31 DOI: 10.1515/cti-2023-0008

P. Bhattacharya, A. Basak

{"title":"The reflection invariance problems in stereochemical nomenclature for absolute configuration","authors":"P. Bhattacharya, A. Basak","doi":"10.1515/cti-2023-0008","DOIUrl":"https://doi.org/10.1515/cti-2023-0008","url":null,"abstract":"Abstract Genesis of chirality and its link to the origin of life continue to intrigue scientists. Chirality also plays an important role in medicine with the advent of chiral drugs and the consequent importance of asymmetric synthesis. The configuration of a chiral molecule gets inverted in its mirror image, as is manifested by (i) sign of specific rotation and (ii) normally, through the absolute configurational notation (R/S). While the first parameter is always true, the second one, that is the mirror image relationship of R and S configurations, called the reflection variance, may not always hold good. In this manuscript, we have highlighted examples of molecules with combinations of central and axial or planar chirality where the mirror image relationship between R and S configurations does not hold. This reflection invariance originates from the CIP rule of R precedes S. Similar reflection invariance can be observed in P or M forms of conformations of some particular molecules with chiral ligands. Proposal to avoid such reflection invariances, has been put forward. An ignorance about the possibility of reflection invariance in enantiomeric molecules can lead to common mistakes about stereoisomeric relationship or reactivity profile.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42326428","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 context-based close packing supported with the 3D-virtual model of crystals structure on students’ achievement and attitude 三维晶体结构虚拟模型支持的基于情境的紧密包装对学生成绩和态度的影响

Chemistry Teacher International : best practices in chemistry education Pub Date : 2023-05-16 DOI: 10.1515/cti-2022-0047

Ayalew Temesgen Eticha, M. Amde, Yiheyis Bogale, Deribachew Bekana

{"title":"The effect of context-based close packing supported with the 3D-virtual model of crystals structure on students’ achievement and attitude","authors":"Ayalew Temesgen Eticha, M. Amde, Yiheyis Bogale, Deribachew Bekana","doi":"10.1515/cti-2022-0047","DOIUrl":"https://doi.org/10.1515/cti-2022-0047","url":null,"abstract":"Abstract The major intention of this work was to evaluate the effect of using context-based close packing supported with 3D-virtual model on the concept of crystals structure on students’ achievement and attitude. Accordingly, the study was conducted for two consecutive years and a total of 61 third-year undergraduate chemistry students have been participated. The nature of this study was quasi-experiment design and the sampled students were divided into intervention (24) and comparison (37) groups. The intervention group was treated with context-based close packing supported with the three dimensional virtual model (3D-virtual model), while the comparison group, covered the topic with the usual teaching-learning approach. The topic covered during the study period was crystals structure. At the end of the study, an identical post-test was given for both groups for comparative purposes. The result indicates that a significant difference was observed between the two groups (at p < 0.05). The intervention group students were more benefited than the comparison group. Besides, the response of intervention group students to the questionnaires and semi structured interviews indicates that the approach was effective in enhancing students’ understanding of crystals structure concepts, and students have a positive attitude towards the approach.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42266102","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

“I don’t know, ask the chemists – I think it’s kind of a consensus among them” – Information practice in a problem-based beginner lab “我不知道，去问化学家吧——我想这是他们之间的共识”——基于问题的初学者实验室中的信息实践

Chemistry Teacher International : best practices in chemistry education Pub Date : 2023-05-11 DOI: 10.1515/cti-2022-0033

Larissa Wellhöfer, Mareike Machleid, Arnim Lühken

{"title":"“I don’t know, ask the chemists – I think it’s kind of a consensus among them” – Information practice in a problem-based beginner lab","authors":"Larissa Wellhöfer, Mareike Machleid, Arnim Lühken","doi":"10.1515/cti-2022-0033","DOIUrl":"https://doi.org/10.1515/cti-2022-0033","url":null,"abstract":"Abstract Information literacy is increasingly acknowledged as a contextual and social practice in teaching and research and can be beneficial to further our understanding of laboratory learning. However, there is a need for in-depth insight into the lived information practice in chemistry to develop contextualized information literacy instruction. This work explores the negotiation of information between beginners and experienced members of the chemistry community in a problem-based beginner laboratory. To this end, we conducted a qualitative study following the documentary method by audio-recording the students’ first lab session on-site. The reconstruction of the students’ information practice shows how beginners learn about group-specific knowledge through participation. The results highlight the importance of corporeal information to give meaning to textual and social information in the chemistry laboratory. Exemplified by the concept of acidification, our findings show how social and textual information alone is insufficient for beginner students’ understanding of tacit information. Physical experience and social guidance are necessary to develop shared conceptions between people in the chemistry laboratory practice. Beginner laboratory instruction could benefit from this work’s results by teaching beginners about the corporeal, social, and textual information modalities and showing how they connect in practice.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47707221","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