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Relevant bibliographies by topics / Chemistry education

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Academic literature on the topic 'Chemistry education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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Journal articles on the topic "Chemistry education"

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Atkins, Peter. "Elements of Education." Chemistry International 41, no. 4 (October 1, 2019): 4–7. http://dx.doi.org/10.1515/ci-2019-0404.

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Abstract The periodic table was born in chemical education and thrives there still. Mendeleev was inspired to create his primitive but pregnant table in order to provide a framework for the textbook of chemistry that he was planning, and it has remained at the heart of chemical education ever since. It could be argued that the education of a chemist would be almost impossible without the table; at least, chemistry would remain a disorganized heap of disconnected facts. Thanks to Mendeleev and his successors, by virtue of the periodic table, chemical education became a rational discussion of the properties and transformations of matter. I suspect that the educational role of the periodic table is its most important role, for few research chemists begin their day (I suspect) by gazing at the table and hoping for inspiration, but just about every chemistry educator uses it as a pivot for their presentation.

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Sharp, Lucy. "Collaboration and education: vital elements in chemistry." Impact 2020, no. 4 (October 13, 2020): 68–69. http://dx.doi.org/10.21820/23987073.2020.4.68.

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There are organisations around the world that promote excellence in chemistry, while funding bodies harness chemistry's potential to improve lives. Together, such bodies provide the impetus for chemistry researchers and industry to help solve societal challenges.

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Маммино, Лилиана, and Liliana Mammino. "Interdisciplinarity as a key to green chemistry education and education for sustainable development." Safety in Technosphere 7, no. 1 (August 9, 2018): 49–56. http://dx.doi.org/10.12737/article_5b5f0a8eb0c255.92407680.

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Green chemistry is the chemists’ contribution to sustainable development — a contribution whose fundamental role derives from the fundamental role of chemistry for development, embracing nearly all forms of industry and nearly all products used in everyday life. The ‘development’ concept entails a myriad of components related to various disciplines; pursuing sustainable development requires careful attention to all the aspects of each component. Green chemistry interfaces with all the areas of chemistry: organic chemistry, because most substances used in the chemical industry are organic; chemical engineering, because of the need to design new production processes; computational chemistry, because its role in the design of new substances with desired properties is apt for the design of new environmentally benign substances; and many others. Their inherently interdisciplinary nature needs to be reflected in the education for sustainable development and in green chemistry education at all levels of instruction, for learners to mature a comprehensive and realistic vision. The paper highlights the importance of such interdisciplinary outlooks and considers a number of illustrative examples.

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Tashbaeva, Shoira Kasimovna, and Feruza Abdullayevna Lapasova. "FEATURES OF ENVIRONMENTAL EDUCATION IN CHEMISTRY CLASSES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (September 30, 2021): 180–82. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-37.

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The article presents the experience of greening the subject of chemistry and the program of the course of choice for students of an educational institution aimed at developing an ecological culture and a responsible attitude to nature, at developing skills in working with reagents and conducting research.

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de Berg, Kevin Charles. "The significance of the origin of physical chemistry for physical chemistry education: the case of electrolyte solution chemistry." Chem. Educ. Res. Pract. 15, no. 3 (2014): 266–75. http://dx.doi.org/10.1039/c4rp00010b.

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Physical Chemistry's birth was fraught with controversy, a controversy about electrolyte solution chemistry which has much to say about how scientific knowledge originates, matures, and responds to challenges. This has direct implications for the way our students are educated in physical chemistry in particular and science in general. The incursion of physical measurement and mathematics into a discipline which had been largely defined within a laboratory of smells, bangs, and colours was equivalent to the admission into chemistry of the worship of false gods according to one chemist. The controversy can be classified as a battle betweendissociationistson the one hand andassociationistson the other; between theEuropeanson the one hand and theBritishon the other; between theionistson the one hand and thehydrationistson the other. Such strong contrasts set the ideal atmosphere for the development of argumentation skills. The fact that a compromise position, first elaborated in the late 19th century, has recently enhanced the explanatory capacity for electrolyte solution chemistry is challenging but one in which students can participate to their benefit.

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Yusuf, Nusirat Bolanle, and Micheal Olu Ayodele. "Perceptions of College of Education Students on Factors Causing Low Enrolment in Chemistry Education." Üniversitepark Bülten 7, no. 2 (December 15, 2018): 119–27. http://dx.doi.org/10.22521/unibulletin.2018.72.4.

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Rowland, F. Sherwood. "Chemistry and Education." Journal of Chemical Education 81, no. 10 (October 2004): 1411. http://dx.doi.org/10.1021/ed081p1411.

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Almirall, Jose R. "Forensic Chemistry Education." Analytical Chemistry 77, no. 3 (February 2005): 69 A—72 A. http://dx.doi.org/10.1021/ac053324k.

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Seery, Michael. "Blogroll: Chemistry education." Nature Chemistry 7, no. 8 (July 23, 2015): 615. http://dx.doi.org/10.1038/nchem.2309.

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Ware, S. A., J. J. Breen, T. C. Williamson, P. T. Anastas, Conrad Stanitski, Stanley E. Manahan, John C. Warner, Michael C. Cann, and Ralph E. Taylor-Smith. "Green chemistry education." Environmental Science and Pollution Research 6, no. 2 (June 1999): 106. http://dx.doi.org/10.1007/bf02987562.

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Dissertations / Theses on the topic "Chemistry education"

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Lysyk, Roksolana. "Chemistry education in India." Thesis, КНУТД, 2017. https://er.knutd.edu.ua/handle/123456789/6591.

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Wu, Zhengyu. "Information technology in chemistry research and education /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164552.

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H-Duke, Michelle, and University of Lethbridge Faculty of Education. "The chemistry of education : a periodic relationship." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/221.

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The purpose and focus of this research is to examine a chemistry of education and to build a metacognitive bridge between the two disciplines, chemistry and education, through autobiographical narrative development of a relational periodic table for education. The elements of teaching are integrated using the actual model of the chemical periodic table of elements as a working metaphor to re-understand teaching and education. Through the narrative analysis of the inter-and intra-relationships (the educational chemical reactions), this thesis posits a new understanding of the complex matrical relationships of education and thus expands this relational knowledge toward developing new and better methods for teachers, students and for all investors of education to engage in and experience the chemistry of education.
xiii, 312 leaves ; 28 cm.

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Pratt, Justin M. "Undergraduate Students Teaching Chemistry in Informal Environments: Investigating Chemistry Outreach Practices and Conceptual Understanding." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami154203032638329.

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Eggen, Per-Odd. "Current chemistry : Experiments and Practice in Electrochemistry Education." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for kjemi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-11165.

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Martin, David. "Delivery of ITV Chemistry Classes." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/407.

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Western Kentucky University (WKU) offered a course entitled Biochemistry for the Health Sciences in the spring semester of 2007. The course was taught in Interactive Television (ITV) format, and was the first time a class had been taught in the format enabling two-way communication by the Chemistry Department. One section was present in an ITV broadcast classroom on the main campus in Bowling Green, Kentucky. Another section received the broadcast on the campus of Western Kentucky University-Owensboro (WKU-O), at Owensboro Community and Technical College (OCTC), located in Owensboro, Kentucky. The purpose of this thesis is to evaluate the delivery of the chemistry class and to ascertain if ITV is a suitable format for chemistry classes. Professor Larry Byrd taught the class in person to twenty-nine students in Bowling Green. David Martin, the author of this thesis, attended the class at WKU-0 along with one student, who was required to take the class for her Health Sciences major. The thesis addresses the technical aspects of an ITV class, the logistical challenges faced at both locations, the subject matter covered, and the reactions of students. A survey was administered to the Bowling Green class and the Owensboro student was interviewed. Suggestions for improvements were made for future classes. The conclusion is that ITV can certainly be used successfully for the delivery of chemistry classes. The student in Owensboro received an "A" for the semester. This result compared to 50% "A's", 32 % "B's", 9% "C's", and 9% "D's" and "W's" for the total class. The most needed improvement for the class is the inclusion of demonstrations of laboratory experiments on video. The technical and logistical challenges encountered can be overcome with more experience on the part of the professor and improvements in the courier transportation system. This particular class is scheduled to be offered via ITV in the fall 2007 semester and will be broadcast to multiple remote locations. This limited study of an ITV chemistry class shows that the delivery method is appropriate and reasonable. To broaden the statistical base for comparison of ITV classes to traditional classes, another series of experiments should be performed. A proposal for a study between a traditional class, an ITV main campus class, an ITV remote class, and a web-based class is included. This study is designed to compare student performance over a range of delivery methods for the same course.

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Nielsen, Sara E. "Examining Relationships Among Students' Beliefs, Chemistry Performance, and the Classroom Environment in High School Chemistry Classrooms." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1469550358.

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Rodriguez, Christian. "Investigating the Impact of College-Level General Chemistry Curricula on General Chemistry Students' Conceptions of Organic Acidity and Oxidation-Reduction." Thesis, State University of New York at Stony Brook, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932210.

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Chemistry students have historically struggled with conceptually understanding organic acidity and oxidation-reduction. Previously dominant approaches towards remediating students? misconceptions has been challenged by Explanatory Coexistence, which eludes to a competition between conceptions held within individuals. Conceptual reprioritization may be associated with the restructuring of conceptual dominance hierarchies, which may occur once a conceptual competition concludes. Investigation of conceptual reprioritizations of general chemistry students? conceptions of organic acidity and oxidation-reduction performed across multiple demographics using Rasch analysis, student interviews and argumentation quality assessment. Student samples belonged to two different general chemistry courses that used different curricula. One used a reform-based curriculum, that compared to the traditional curriculum, focused on discussion and argumentation. Student conceptions were captured, and tracked via repeated measures, using the ACIDI and ROXCI concept inventories. Results indicated both inventories were capable of detecting conceptual reprioritizations after instruction from both curricula. Student achievement was consistent across multiple demographic characteristics. Evidence of argumentation quality and its association with conceptual reprioritizations of organic acidity and dominant, scientifically accepted redox conceptions was collected. Individual interviews suggested conceptual reprioritizations may be attributed to their respective curricula, while also adding insight into thought processes that arose while taking both inventories. Suggestions for future work is also discussed, highlighting the development of community standards, ACIDI and ROXCI responses databases to assess general student representation, and modification of both inventories.

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Goei, Elisabeth Rukmini. "Using Green Chemistry Experiments to Engage Sophomore Organic Chemistry." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1280437800.

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Winberg, Mikael. "Simulation in University Chemistry Education : Cognitive and Affective Aspects." Doctoral thesis, Umeå : Umeå University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-799.

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Books on the topic "Chemistry education"

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García-Martínez, Javier, and Elena Serrano-Torregrosa, eds. Chemistry Education. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2015. http://dx.doi.org/10.1002/9783527679300.

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Anastas, Paul T., Irvin J. Levy, and Kathryn E. Parent, eds. Green Chemistry Education. Washington, DC: American Chemical Society, 2009. http://dx.doi.org/10.1021/bk-2009-1011.

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Eilks, Ingo, and Avi Hofstein, eds. Relevant Chemistry Education. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-175-5.

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Mammino, Liliana, and Jan Apotheker, eds. Research in Chemistry Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59882-2.

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Erduran, Sibel, ed. Argumentation in Chemistry Education. Cambridge: Royal Society of Chemistry, 2019. http://dx.doi.org/10.1039/9781788012645.

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American Chemical Society. Division of Chemical Education, ed. Green chemistry education: Changing the course of chemistry. Washington, DC: American Chemical Society, 2009.

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Brockington, John. Physical chemistry for higher education. London: Longman, 1985.

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Bunce, Diane M., and Renée S. Cole, eds. Tools of Chemistry Education Research. Washington, DC: American Chemical Society, 2014. http://dx.doi.org/10.1021/bk-2014-1166.

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Kahveci, Murat, and MaryKay Orgill, eds. Affective Dimensions in Chemistry Education. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-45085-7.

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Worldwide trends in green chemistry education. Cambridge: Royal Society of Chemistry, 2015.

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Book chapters on the topic "Chemistry education"

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Corrigan, Deborah. "Chemistry Teacher Education." In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_214-7.

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Corrigan, Deborah. "Chemistry Teacher Education." In Encyclopedia of Science Education, 146–48. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_214.

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Mahaffy, Peter. "Chemistry Education and Human Activity." In Chemistry Education, 1–26. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2015. http://dx.doi.org/10.1002/9783527679300.ch1.

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Sumida, Manabu, and Atsushi Ohashi. "Chemistry Education for Gifted Learners." In Chemistry Education, 469–88. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2015. http://dx.doi.org/10.1002/9783527679300.ch19.

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Bell, Beverly, John D. Bradley, and Erica Steenberg. "Chemistry Education Through Microscale Experiments." In Chemistry Education, 539–62. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2015. http://dx.doi.org/10.1002/9783527679300.ch22.

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Erduran, Sibel, and Ebru Kaya. "Philosophy of Chemistry and Chemistry Education." In Science: Philosophy, History and Education, 1–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15326-7_1.

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Taber, Keith S. "Teaching and Learning Chemistry." In Science Education, 325–41. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_24.

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Parchmann, Ilka, Karolina Broman, Maike Busker, and Julian Rudnik. "Context-Based Teaching and Learning on School and University Level." In Chemistry Education, 259–78. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2015. http://dx.doi.org/10.1002/9783527679300.ch10.

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Poë, Judith C. "Active Learning Pedagogies for the Future of Global Chemistry Education." In Chemistry Education, 279–300. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2015. http://dx.doi.org/10.1002/9783527679300.ch11.

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Lamba, Ram S. "Inquiry-Based Student-Centered Instruction." In Chemistry Education, 301–18. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2015. http://dx.doi.org/10.1002/9783527679300.ch12.

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Conference papers on the topic "Chemistry education"

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Šibor, Jiří, and Hana Cídlová. "ICT AND CHEMISTRY EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2105.

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Fernández Novell, Josep M., and Carme Zaragoza Domenech. "INTRODUCTION TO CHEMISTRY THROUGH THE HISTORY OF CHEMISTRY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1832.

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Šibor, Jiří, and Jan Válek. "SUSTAINABLE DEVELOPMENT AND CHEMISTRY EDUCATION." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0977.

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"THE CROSS-PLATFORM QUANTUM CHEMISTRY SOFTWARE FOR COLLEGE CHEMISTRY EDUCATION." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002793104380441.

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Chroustová, Kateřina, and Martin Bílek. "THE DEVELOPMENT OF FACTORS AFFECTING THE USAGE OF EDUCATIONAL SOFTWARE IN CHEMISTRY EDUCATION IN THE CZECH REPUBLIC." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.36.

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Why don´t we encounter too regularly with the inclusion of educational software in chemistry education in the Czech Republic? What factors affect the usage of educational software? What kind of relationship can be identified between these factors? For the search of answers to those formulated questions was necessary to, first of all, carry out a deep analysis of the conditions that could lead to more effective usage of educational software in chemistry education. In this article, we analyse the factors that affect the usage of educational software in chemistry education with the application of the unified theory of acceptance and use of technology (UTAUT) and the related theories, including a comparison of our results with the results of realized research studies with a similar theme. Key words: educational software, chemistry education, the unified theory of use and acceptance of technology (UTAUT).

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"Preface: 1st International Seminar on Chemistry and Chemistry Education (ISCCE 2021)." In 1ST INTERNATIONAL SEMINAR ON CHEMISTRY AND CHEMISTRY EDUCATION (1st ISCCE-2021). AIP Publishing, 2023. http://dx.doi.org/10.1063/12.0012264.

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Fjeld, Morten, Jonas Fredriksson, Martin Ejdestig, Florin Duca, Kristina Bötschi, Benedikt Voegtli, and Patrick Juchli. "Tangible user interface for chemistry education." In the SIGCHI Conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1240624.1240745.

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Grunewald Nichele, Aline, and Leticia Zielinski do Canto. "CHEMISTRY EDUCATION APPS: SELECTION AND EVALUATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1044.

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NASIKHANOVA, A. Z. "ABOUT SOME PECULIARITIES OF PROFESSIONAL REQUIREMENTS TO THE LEVEL OF QUALIFICATION "CHEMISTRY" IN THE SYSTEM OF HIGHER EDUCATION." In The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-147-150.

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This article examines skill requirements to the profession of a chemist. Special attention is paid to numerous areas of application of knowledge of chemistry, risks in professional activities as well as occupational standards. The result of this research is the conclusion that thanks to the activities of chemists, humanity is not only based on the knowledge that was obtained earlier but also receives new ones.

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Wonorahardjo, Surjani, Suharti Suharti, and I. Wayan Dasna. "From chemistry back to nature, an ethical perception of chemists." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043206.

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Reports on the topic "Chemistry education"

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Нечипуренко, Павло Павлович, Тетяна Валеріївна Старова, Тетяна Валеріївна Селіванова, Анна Олександрівна Томіліна, and Олександр Давидович Учитель. Use of Augmented Reality in Chemistry Education. CEUR-WS.org, November 2018. http://dx.doi.org/10.31812/123456789/2658.

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The purpose of this article is to analyze the current trends in the use of the augmented reality in the chemistry education and to identify the promising areas for the introduction of AR-technologies to support the chemistry education in Ukrainian educational institutions. The article is aimed at solving such problems as: the generalization and analysis of the scientific researches results on the use of the augmented reality in the chemistry education, the characteristics of the modern AR-tools in the chemistry education and the forecasting of some possible areas of the development and improvement of the Ukrainian tools of the augmented reality in the chemistry education. The object of research is the augmented reality, and the subject is the use of the augmented reality in the chemistry learning. As a result of the study, it has been found that AR-technologies are actively used in the chemistry education and their effectiveness has been proven, but there are still no Ukrainian software products in this field. Frequently AR-technologies of the chemistry education are used for 3D visualization of the structure of atoms, molecules, crystalline lattices. The study has made it possible to conclude that there is a significant demand for the chemistry education with the augmented reality that is available via the mobile devices, and accordingly the need to develop the appropriate tools to support the chemistry education at schools and universities. The most promising thing is the development of methodological recommendations for the implementation of laboratory works, textbooks, popular scientific literature on chemistry with the use of the augmented reality technologies and the creation of the simulators for working with the chemical equipment and utensils using the augmented reality.

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Нечипуренко, Павло Павлович, and Сергій Олексійович Семеріков. VlabEmbed – the New Plugin Moodle for the Chemistry Education. CEUR Workshop Proceedings, 2017. http://dx.doi.org/10.31812/0564/731.

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Research goals: The necessity of developing a plugin for Moodle, which is used to support the activities of experimental chemistry are substantiated. Description of created VlabEmbed plugin and the process of installing and configuring VlabEmbed plugin in system Moodle are reviewed. Object of research: Moodle plugins for chemistry education. Subject of research: VlabEmbed – the new plugin Moodle for the chemistry education. Research methods: review and analysis of scientific publications and Moodle plugins for the chemistry education. Results of the research: VlabEmbed plugin in system Moodle are created.

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Kharchenko, Yuliya V., Olena M. Babenko, and Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4630.

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This paper presents an analysis of the possibilities and advantages of augmented reality technologies and their implementation in training of future Chemistry and Biology teachers. The study revealed that the use of augmented reality technologies in education creates a number of advantages, such as: visualization of educational material; interesting and attractive learning process; increasing student motivation to study and others. Several augmented reality applications were analyzed. The Blippar app has been determined to have great benefits: it’s free; the interface is simple and user-friendly; the possibility of using different file types; the possibility of combining a large amount of information and logically structuring it; loading different types of information: video, images, 3D models, links to sites, etc. Thus, convenient interactive projects were developed using the Blippar application, which were called study guide with AR elements, and implemented in teaching chemical disciplines such as Laboratory Chemical Practice and Organic Chemistry. Using such study guide with AR elements during classes in a real chemical laboratory is safe and does not require expensive glassware. The student interviews revealed that the use of the Blippar application facilitated new material understanding, saved time needed to learn material, and was an effective addition to real-life learning.

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Mehta, Goverdhan, Alain Krief, Henning Hopf, and Stephen A. Matlin. Chemistry in a post-Covid-19 world. AsiaChem Magazine, November 2020. http://dx.doi.org/10.51167/acm00013.

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The long-term impacts of global upheaval unleashed by Covid-19 on economic, political, social configurations, trade, everyday life in general, and broader planetary sustainability issues are still unfolding and a full assessment will take some time. However, in the short term, the disruptive effects of the pandemic on health, education, and behaviors and on science and education have already manifested themselves profoundly – and the chemistry arena is also deeply affected. There will be ramifications for many facets of chemistry’s ambit, including how it repositions itself and how it is taught, researched, practiced, and resourced within the rapidly shifting post-Covid-19 contexts. The implications for chemistry are discussed hereunder three broad headings, relating to trends (a) within the field of knowledge transfer; (b) in knowledge application and translational research; and (c) affecting academic/professional life.

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NELYUBINA, E. G., and L. V. PANFILOVA. METHODOLOGICAL ASPECTS OF IMPLEMENTATION OF TECHNOLOGY “INVERTED LEARNING” IN CHEMISTRY LESSONS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-45-62.

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At the present time - the time of information technology and the rapid development of science and technology - a person has to constantly learn and retrain. The changes that have taken place in the education system in recent years have led to a rethinking of teaching methods and technologies. The technology of blended learning, one of the models of which is “inverted learning”, allows to succinctly include information and communication technologies in the educational process, while increasing the quality of education, creating a new level of personal responsibility for the student and by creating conditions for the development of metasubject competencies. Purpose - to develop methodological techniques for the implementation of the “flipped learning” technology in the framework of teaching chemistry in basic school, aimed at the formation of subject universal educational activities in chemistry. Method or methodology of the work: the main research methods were analysis, pedagogical experiment and interpretation of the results of the experiment. Results: solved at the theoretical and methodological level the problem of selection of methodological techniques aimed at the implementation of the technology “inverted learning” in the basic school.

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Nechypurenko, Pavlo P., Viktoriia G. Stoliarenko, Tetiana V. Starova, Tetiana V. Selivanova, Oksana M. Markova, Yevhenii O. Modlo, and Ekaterina O. Shmeltser. Development and implementation of educational resources in chemistry with elements of augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3751.

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The purpose of this article is an analysis of opportunities and description of the experience of developing and implementing augmented reality technologies to support the teaching of chemistry in higher education institutions of Ukraine. The article is aimed at solving problems: generalization and analysis of the results of scientific research concerning the advantages of using the augmented reality in the teaching of chemistry, the characteristics of modern means of creating objects of augmented reality; discussion of practical achievements in the development and implementation of teaching materials on chemistry using the technologies of the augmented reality in the educational process. The object of research is augmented reality, and the subject - the use of augmented reality in the teaching of chemistry. As a result of the study, it was found that technologies of augmented reality have enormous potential for increasing the efficiency of independent work of students in the study of chemistry, providing distance and continuous education. Often, the technologies of the augmented reality in chemistry teaching are used for 3D visualization of the structure of atoms, molecules, crystalline lattices, etc., but this range can be expanded considerably when creating its own educational products with the use of AR-technologies. The study provides an opportunity to draw conclusions about the presence of technologies in the added reality of a significant number of benefits, in particular, accessibility through mobile devices; availability of free, accessible and easy-to-use software for creating augmented-reality objects and high efficiency in using them as a means of visibility. The development and implementation of teaching materials with the use of AR-technologies in chemistry teaching at the Kryvyi Rih State Pedagogical University has been started in the following areas: creation of a database of chemical dishes, creation of a virtual chemical laboratory for qualitative chemical analysis, creation of a set of methodical materials for the course “Physical and colloidal chemistry”.

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Tomasik, Rachel, Bethany Smith, Donald Takehara, Steven Snyder, Travis Booth, and Elise Romines. Developing High Altitude Balloon Curriculum for Undergraduate Courses—NSF Grant Impact and Example in General Education Chemistry. Ames (Iowa): Iowa State University. Library. Digital Press, January 2011. http://dx.doi.org/10.31274/ahac.8148.

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Midak, Liliia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Tetiana V. Kostiuk, Khrystyna V. Buzhdyhan, Victor M. Lutsyshyn, Ivanna O. Hladkoskok, Arnold E. Kiv, and Mariya P. Shyshkina. Augmented reality while studying radiochemistry for the upcoming chemistry teachers. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4627.

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The objective of the research is developing a mobile application (on Android) designed to visualize the basic definitions of the discipline “Radiochemistry and radioecology” in 3D. Studying the education material of this discipline (phenomena of radionuclide, radioisotope, the nucleus, the fundamental particle etc and their specifics) requires a more sophisticated explanation from the teacher and dynamic dimensional image from the student. Decent detailed visualization of the study material makes this process easier. So applying the augmented reality is rational for the purpose of visualizing the study material, applying it allows demonstrate 3D-models of the nucleus, the fundamental particles, the nature of radioactive decay, nuclear fission, the specifics of managing the nuclear weapon and the NPS. Involving this instrument of the up-to-date information and communication technologies while studying the new material gives the opportunity to develop and boost the spatial imagination of the students, “to see” the invisible and to understand the received material in a better way, which improves its better memorizing. As far as the augmented reality is one of the most recent new-age education trends, all the teachers are required to have the ability to use it. In this reason the upcoming teachers, the students of the “General Education (Chemistry)” specialty, must be trained with this technology. Within the study process the students have the opportunity to review the positive moments of applying AR from a student’s stand of point and to understand, how to apply similar education tools in the future pedagogic work.

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Pochtoviuk, Svitlana I., Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. Possibilities of application of augmented reality in different branches of education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3756.

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Augmented reality has a great impact on the student in the presentation of educational material: objects of augmented reality affect the development of facial expressions, attention, stimulate thinking, and increase the level of understanding of information. Its implementation in various spheres has indisputable advantages: realism, clarity, application in many industries, information completeness and interactivity. That is why the study presents the possibilities of using augmented reality in the study of mathematics, anatomy, physics, chemistry, architecture, as well as in other fields. The comparison of domestic and foreign proposals for augmented reality is presented. The use of augmented reality in various fields (technology, entertainment, science and medicine, education, games, etc.) should be well thought out and pedagogically appropriate. That is why in the future it is planned to conduct research on the feasibility of using augmented reality and to develop elements of augmented reality accordingly.

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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.

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