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Journal articles on the topic 'Chemistry education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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1

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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7

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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8

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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9

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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10

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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11

Johnson, Jeffrey Allan. "The Case of the Missing German Quantum Chemists." Historical Studies in the Natural Sciences 43, no. 4 (November 2012): 391–452. http://dx.doi.org/10.1525/hsns.2013.43.4.391.

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This paper discusses factors limiting the development of a modern, quantum-based chemistry in Nazi Germany. The first part presents a case study of industrial research in Nazi Germany that suggests the delayed introduction of space-filling molecular models into structural analysis and synthesis in industrial organic chemistry, almost a decade after their invention by a German physicist. Was this symptomatic of a broader pattern of neglect of quantum chemistry in Nazi Germany? To answer this question this paper examines the origins of such models, and their appearance (or not) in selected textbooks and monographs dealing with problems in the interdisciplinary borderland between the physical and organic dimensions of chemistry. While it appears that those on the physical side were more comfortable with such models than those on the organic side, it is also clear that even a theoretically unsophisticated organic chemist could learn to use these models effectively, without necessarily understanding the intricacies of the quantum chemistry on which they were based. Why then were they not better integrated into mainstream chemical education? To this end the second part discusses three phases (pre-1933, 1933–38, 1939–43) of the broader scientific, institutional, and political contexts of efforts to reform or “modernize” chemical education among many groups in Germany, particularly through the Association of Laboratory Directors in German Universities and Colleges, the autonomous group that administered the predoctoral qualifying examination (Association Examination) for chemistry students until its dissolution in 1939 by the Education Ministry and the establishment of the first official certifying examination and associated title for chemists, the Diplom-Chemiker (certified chemist). Continuing debates modified the examination in 1942–43, but given the limitations imposed by the political and wartime contexts, and the need to accelerate chemical training for the purposes of industrial and military mobilization, the resulting chemical education could not produce students adequately trained in the modern physical science emerging elsewhere in the world. Quantum chemists remained missing in action in Nazi Germany.

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12

Whittingham, M. Stanley. "Materials in the Undergraduate Chemistry Curriculum." MRS Bulletin 15, no. 8 (August 1990): 40–45. http://dx.doi.org/10.1557/s0883769400058942.

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Although solids are one of the three states of matter, and the solid state is pervasive throughout science and our lives, students would not know it from the standard chemistry curriculum, which still emphasizes small molecules. Despite this education, a significant proportion (more than 30%) of all chemists end up as practitioners of materials chemistry, either in inorganic solids or in polymers, and they must therefore obtain on-the-job education. Not only should this need be reflected in the curriculum, but it should be possible through modern areas of chemistry such as materials to bring some of the excitement of the practicing chemist to the undergraduate student's first chemistry course, perhaps turning around the flight from science, and from chemistry and physics in particular. The American Chemical Society is encouraging this approach through the proposal of a certified BS degree in chemistry with emphasis in materials. To place the present position in perspective, one only needs to look at the recent figures tabulated by the National Science Foundation; there is a tremendous attrition of students planning to major in science and engineering during the freshman year (See Table I).Potential science majors are indeed there, but they are being lost due to their first experiences, which are usually in general chemistry and calculus, and a lesser number in biology and physics. It is therefore imperative that these courses encourage students rather than kill their enthusiasm.

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YILDIRIM, Tamer. "Trends in PhD Theses in Turkish Chemistry Education (1999-2019)." Eurasian Journal of Educational Research 20, no. 89 (October 26, 2020): 1–40. http://dx.doi.org/10.14689/ejer.2020.89.10.

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14

Tsaparlis, Georgios, and Odilla E. Finlayson. "Physical chemistry education - The 2014 themed issue of chemistry education research and practice." Lumat: International Journal of Math, Science and Technology Education 3, no. 4 (September 30, 2015): 568–72. http://dx.doi.org/10.31129/lumat.v3i4.1024.

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The July 2014 issue of the Chemistry Education Research and Practice is dedicated to physical chemistry education. Major sub-themes are: the role of controversies in PC education, quantum chemistry, chemical thermodynamics (including a review of research on the teaching and learning of thermodynamics) and PC textbooks. Topics covered include: the significance of the origin of PC in connection with the case of electrolyte solution chemistry; the true nature of the hydrogen bond; using the history of science and science education for teaching introductory quantum physics and quantum chemistry; a module for teaching elementary quantum chemistry; undergraduate students’ conceptions of enthalpy, enthalpy change and related concepts; particulate level models of adiabatic and isothermal processes; prospective teachers’ mental models of vapor pressure; an instrument that can be used to identify students’ alternative conceptions regarding thermochemistry concepts; and the organization/sequencing of the major areas of PC in many PC textbooks.

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15

König, Burkhard, Peter Kreitmeier, Petra Hilgers, and Thomas Wirth. "Flow Chemistry in Undergraduate Organic Chemistry Education." Journal of Chemical Education 90, no. 7 (May 17, 2013): 934–36. http://dx.doi.org/10.1021/ed3006083.

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16

Abarro, Rolly Q., and Joel E. Asuncion. "METACOGNITION IN CHEMISTRY EDUCATION." Theoretical & Applied Science 95, no. 03 (March 30, 2021): 1–22. http://dx.doi.org/10.15863/tas.2021.03.95.1.

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17

Aycan, Sule. "Chemistry Education and Mythology." Journal of Social Sciences 1, no. 4 (April 1, 2005): 238–39. http://dx.doi.org/10.3844/jssp.2005.238.239.

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18

Lagowski, J. J. "Computing, chemistry, and education." Journal of Chemical Education 64, no. 12 (December 1987): 989. http://dx.doi.org/10.1021/ed064p989.

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19

Hjeresen, Dennis L., Janet M. Boese, and David L. Schutt. "Green Chemistry and Education." Journal of Chemical Education 77, no. 12 (December 2000): 1543. http://dx.doi.org/10.1021/ed077p1543.

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20

Tro, Nivaldo J. "Chemistry as General Education." Journal of Chemical Education 81, no. 1 (January 2004): 54. http://dx.doi.org/10.1021/ed081p54.

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21

Silverstein, Todd P. "Chemistry as General Education." Journal of Chemical Education 82, no. 6 (June 2005): 838. http://dx.doi.org/10.1021/ed082p838.2.

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22

Baiulescu, George-Emil, and George G. Guilbault. "Education in Analytical Chemistry." Critical Reviews in Analytical Chemistry 17, no. 4 (1987): 317–56. http://dx.doi.org/10.1080/10408348708085559.

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23

Baiulescu, George-Emil, and George G. Guilbault. "Education in Analytical Chemistry." C R C Critical Reviews in Analytical Chemistry 17, no. 4 (January 1987): 317–56. http://dx.doi.org/10.1080/10408348708542798.

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24

Nolan, M. J. "Chemistry Education in Australia." Journal of Chemical Education 72, no. 1 (January 1995): 45. http://dx.doi.org/10.1021/ed072p45.

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25

Riendl, Pamela A., and Daniel T. Haworth. "Chemistry and Special Education." Journal of Chemical Education 72, no. 11 (November 1995): 983. http://dx.doi.org/10.1021/ed072p983.

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26

Brooks, David W. "Technology in chemistry education." Journal of Chemical Education 70, no. 9 (September 1993): 705. http://dx.doi.org/10.1021/ed070p705.

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27

ZOLLER, Uri. "CHEMISTRY AND ENVIRONMENTAL EDUCATION." Chemistry Education Research and Practice 5, no. 2 (2004): 95. http://dx.doi.org/10.1039/b4rp90014f.

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28

Lian, Ma. "Chemistry Education in China." Nachrichten aus der Chemie 53, no. 6 (June 2005): 622–27. http://dx.doi.org/10.1002/nadc.20050530606.

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29

Davidowitz, Bette. "Chemistry Education (ICCE 2022)." Chemistry International 45, no. 1 (January 1, 2023): 31–36. http://dx.doi.org/10.1515/ci-2023-0123.

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30

Shwartz, Gabriella, Or Shav-Artza, and Yehudit Judy Dori. "Choosing Chemistry at Different Education and Career Stages: Chemists, Chemical Engineers, and Teachers." Journal of Science Education and Technology 30, no. 5 (March 25, 2021): 692–705. http://dx.doi.org/10.1007/s10956-021-09912-5.

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AbstractIn response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in chemistry and chemical education career choice. Building on the social cognitive theory (SCT) and the social cognitive career theory (SCCT), this research examines the personal, environmental, and behavioral factors influencing the chemistry-related profession choice of 55 chemists, 18 chemical engineers, and 72 chemistry teachers. Research participants also suggest ways to encourage students to major in chemistry during high school and pursue a chemistry-related career. Results showed that high school serves as a significant turning point of future career choices. Self-efficacy in the task-oriented and chemistry learning aspects are the driving forces of choosing a chemistry career. We also shed light on the importance of enhancing students’ choice in chemistry-related career via quality educational programs. The study contribution lies in examining all three aspects of career choice in the SCCT. We have applied this framework specifically in chemistry, but the identified factors can be applied to other STEM domains. Practically, we provide recommendations for different stakeholders on how to overcome the shortage of skilled chemistry professionals.

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31

Ridha, I., M. Hasan, and Sulastri. "Comparing environmental awareness between chemistry education students and non-chemistry education students." Journal of Physics: Conference Series 1460 (February 2020): 012085. http://dx.doi.org/10.1088/1742-6596/1460/1/012085.

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32

Gallardo-Williams, Maria, Layne A. Morsch, Ciana Paye, and Michael K. Seery. "Student-generated video in chemistry education." Chemistry Education Research and Practice 21, no. 2 (2020): 488–95. http://dx.doi.org/10.1039/c9rp00182d.

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Student-generated videos are growing in popularity in education generally, and in chemistry education there are several reports emerging on their use in practice. Interest in their use in chemistry is grounded in the visual nature of chemistry, the role of laboratory work in chemistry, and a desire to enhance digital literacy skills. In this perspective, we consider the place of student-generated videos in chemistry education, by first considering an appropriate pedagogical rationale for their usage. We then survey the reports of student-generated video with this framework in mind, exploring the role of generation in the reports surveyed. From this, we summarise the current status of student-generated videos in chemistry education and highlight from our readings some considerations for future research in this area, as well as guidelines for practitioners wishing to integrate student-generated video into their practice.

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33

Burke, K. A., and Thomas J. Greenbowe. "Collaborative Distance Education: The Iowa Chemistry Education Alliance." Journal of Chemical Education 75, no. 10 (October 1998): 1308. http://dx.doi.org/10.1021/ed075p1308.

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Burmeister, Mareike, Franz Rauch, and Ingo Eilks. "Education for Sustainable Development (ESD) and chemistry education." Chem. Educ. Res. Pract. 13, no. 2 (2012): 59–68. http://dx.doi.org/10.1039/c1rp90060a.

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35

NUNES, Albino Oliveira, Lucas Oliveira de MEDEIROS, Albano Oliveira NUNES, and Allison Ruan de Morais SILVA. "DISCUSSING THE ATTITUDES AND BELIEFS ABOUT CHEMISTRY IN ELECTRO-TECHNICAL EDUCATION STUDENTS." Periódico Tchê Química 13, no. 25 (January 20, 2016): 82–88. http://dx.doi.org/10.52571/ptq.v13.n25.2016.82_periodico25_pgs_82_88.pdf.

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The advancment of science and technology in our society gave way for a crescent demand in Scientific and Technologic Literacy (SCL) for the general population. In this context, Chemistry plays an important role not only for being a central science, but also for having a strong technological component and industrial significance. Thus, this article's goal is to know and analyze the scientific and Chemistry-oriented behaviour of third-year students at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) - Campus Mossoró, trhough qualitative and quantitative approach. The data collect instruments used (open-ended question, Likert scale and semantic differential scale) were applied to 25 students from the eletrotechnical integrated course. The results show that the students present a positive attitude towards Chemistry, understanding its role as beneficial to society. However, they show a heavily negative attitude towards Chemistry when disregarding it as a possible career choice. From that, it is evident that, even though it holds social relevance, the students ignore and reject Chemistry's important aspects and its multiple applications in their professional choices.

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Lucila Giammatteo, M. T., and Dr Adolfo Eduardo Obaya Valdivia. "Introducing Chemistry of Cleaning through Context-Based Learning in a High-School Chemistry Course." American Journal of Educational Research 9, no. 6 (June 8, 2021): 335–40. http://dx.doi.org/10.12691/education-9-6-2.

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37

Herranen, Jaana, Merve Yavuzkaya, and Jesper Sjöström. "Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach." Sustainability 13, no. 4 (February 6, 2021): 1746. http://dx.doi.org/10.3390/su13041746.

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The aim of this theoretical paper is to develop and present a didaktik model that embeds chemistry education into Environmental and Sustainability Education (ESE) using an eco-reflexive approach. A didaktik model is a tool to help educators make decisions and reflect on why, what, how, and/or when to teach. The model presented here is a revised version of the Jegstad and Sinnes model from 2015. It was systematically developed based on a critical analysis of the previous ESD (Education for Sustainable Development)-based model. This process is part of what is called didactic modeling. The revised model consists of the following six categories: (i) socio-philosophical framing; (ii) sustainable schooling and living; (iii) critical views on chemistry’s distinctiveness and methodological character; (iv) powerful chemical content knowledge; (v) critical views of chemistry in society; and (vi) eco-reflexivity through environmental and sustainability education. As in the model by Jegstad and Sinnes, the eco-reflexive didaktik model seeks to support chemistry educators in their sustainability-oriented educational planning and analysis, but from a more critical perspective. Based on an eco-reflexive Bildung approach, one additional category—socio-philosophical framing—was added to the revised model. This is because the previous model does not take sufficient account of worldview perspectives, cultural values, and educational philosophy. The eco-reflexive didaktik model is illustrated with boxes, and it is suggested that all categories in these boxes should be considered in holistic and eco-reflexive chemistry education. The purpose of such education is to develop students’ ChemoKnowings.

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Shakirova, V. V., O. S. Sadomceva, and L. A. Dzhigola. "Organization of distance education in chemistry in higher education." SHS Web of Conferences 113 (2021): 00089. http://dx.doi.org/10.1051/shsconf/202111300089.

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The study focuses on the problems of distance learning in higher natural science education (using the example of chemical education). The issues of history of development of means and methods of e-learning using remote educational technologies are discussed. The study focuses on the activities of the Department of Analytical and Physical Chemistry of Astrakhan State University in the field of organizing and conducting classes in specialized chemical disciplines with students during the period of self-isolation. Attention is paid to the organization and conduct of distance learning during the period of self-isolation, through the Moodle virtual educational environment. Advantages and disadvantages of distance learning, difficulties of conducting classes in a distance form in the discipline of “chemistry,” as well as factors ensuring obtaining quality education are considered.

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Eilks, Ingo, and Franz Rauch. "Sustainable development and green chemistry in chemistry education." Chem. Educ. Res. Pract. 13, no. 2 (2012): 57–58. http://dx.doi.org/10.1039/c2rp90003c.

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40

Urbanger, Michael, and Andreas Kometz. "Visualizing chemistry - IT-based learning in chemistry education." Lumat: International Journal of Math, Science and Technology Education 3, no. 4 (September 30, 2015): 583–91. http://dx.doi.org/10.31129/lumat.v3i4.1026.

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Learning chemistry is often difficult for students regarding the contents of this natural science. The reason behind this is mostly the degree of abstraction which is necessary to understand the procedures and invisible functional backgrounds of macroscopic processes. Until now this problem has been approached by using pre-built and fixed chemical models and chemical language without subject-specific meaning unknown to the student. To counter this unsatisfying situation it is necessary to find a new way to teach chemistry. In modern society the use of new media like PCs, Tablet-PCs and Smartphones is very common among today´s students, and thus it is necessary and absolutely essential to implement those media in modern education. Using these media as a supplement of education is nothing new, but using it as an integrated component in educational training with a whole new form of teaching is a big challenge. The students have to acquire professional (chemical) expertise in combination with media skills as well, not only in chemistry lessons but interdisciplinary with other subjects like Information-Technology or Art. The aim of a project dealing with these needs and requirements is highlighting the inclusion of all aspects of new media in chemistry education and conveyance of skills to depict chemical sub-microscopic processes in conjunction with other subjects of school education. The didactics of chemistry of the Friedrich-Alexander-Universität Erlangen-Nürnberg is designing an educational programme for students using Tablet-PCs, PCs and art materials which let students literally see chemical processes with self-made models, drawings, 3D-models rendered with CAD-programs, role-playings, blogs for exchanging ideas and data, self-designed virtual and physical experiments, tutorials and presentations.

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Tunney, Jo. "A legacy for chemistry education." New Directions in the Teaching of Physical Sciences, no. 5 (February 23, 2016): 7–11. http://dx.doi.org/10.29311/ndtps.v0i5.445.

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The Royal Society of Chemistry (RSC) has a longstanding reputation for providing innovative and up to date support for chemical science education – from primary, through to higher education and beyond. The RSC is continually developing easily accessible resources and events to help meet the needs of changing curricula and the skills required by employers.At A-level and degree level the focus is on increasing the numbers of students studying chemistry and the chemical sciences in order to educate the next generation of science-based professionals. The Chemistry for our Future (CFOF) programme was established with the aim of ensuring a strong and sustainable future for chemical sciences in higher education by increasing the aspirations of students, promoting the chemical sciences at all levels and improving the school to university transition.

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TKACHUK, H. "METHODICAL AND DIDACTIC FOUNDATIONS OF LABORATORY PRACTICUM IN CHEMISTRY DISCIPLINES." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 29 (September 10, 2022): 230–35. http://dx.doi.org/10.33989/2075-146x.2022.29.264356.

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The research presented in the paper concerns the creation of methodological and theoretical foundations for teaching chemistry at classical universities in accordance with the National Strategy for Educational Development in Ukraine until 2021. To ensure scientific and technological progress, the educational process is the most important and relevant. This process is supported by natural and mathematical disciplines, among which the chemistry is. Competencies in general chemistry and other chemical disciplines provided by the standards of higher education provide education of competitive specialists in chemistry, chemical technology, engineers and teachers. Ensuring a strategy for the development of higher education requires new ideas and approaches that can implement the most optimal technologies in educational activities. An important component of the system of training chemists and chemists-technologists is a laboratory practicum in chemical disciplines. As a result of the conducted researches, the didactic and methodical foundations of laboratory practicum for training applicants of educational programs Chemistry and Chemical technologies and engineering have been defined and offered. Assimilation of the content of the chemistry course is meaningless without a laboratory practicum, so its role in teaching chemistry at universities cannot be overestimated. A laboratory work is not only a type of training session, but also a practical method of training in which students achieve educational goals in setting and conducting research and experiments using chemical reagents, chemical utensils, chemical equipment. A laboratory work performs a general function of achieving the goals of education, which has a superdisciplinary importance in training specialists, namely the connection of theory with practice. The results of research can be useful for the development of theoretical and methodological foundations for training applicants for chemical and non-chemical educational programs of the first bachelor's degree.

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Sucitra, Sucitra. "Students’ Perceptions toward Bilingual Education at ICP Chemistry Education in Makassar." Journal of Asian Multicultural Research for Educational Study 1, no. 1 (August 14, 2020): 8–13. http://dx.doi.org/10.47616/jamres.v1i1.10.

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This study aims to find out: (1) students’ perceptions toward bilingual education in ICP (International Class Program) toward the use of two languages of instructions (English and Indonesian) by the lecturer in classroom. (2) to investigate its benefit for students in ICP chemistry education. The researcher adopted a descriptive qualitative research with a case study method. To gain the data, the researcher employed questionnaire with the students. the subjects in this study were 24 of students sixth semester belong to the International Class Program (ICP) chemistry education in State University of Makassar. The results of this study showed that there were the bilingual education helps the students to gain control their English skill. It showed that students’ positive perceptions toward the use of bilingual language as language instruction in the classroom by the lecturer. It is concluded that teaching chemistry in English facilitates the learners’ attempt in learning English.

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44

Lerman, Zafra Margolin. "Education, Human Rights, and Peace – Contributions to the Progress of Humanity." Pure and Applied Chemistry 91, no. 2 (February 25, 2019): 351–60. http://dx.doi.org/10.1515/pac-2018-0712.

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Abstract I started my chemistry adventure while in high school, where I was the only female in a science and mathematics-oriented class. During our Junior year of high school, we were sent to the desert, close to the Red Sea in Israel to build roads. In the summers, we were in a Kibbutz on the border to help with the work needed. After work, we had time to discuss our future. Upon graduating from high school, I was drafted into the army, and in the evenings, started my college education and majored in chemistry. After finishing my term in the army, I continued my undergraduate studies in chemistry while raising my son. As I was conducting research on isotope effects, I realized that I wanted to make chemistry accessible to all. My tenet in life is that equal access to Science Education is a human right. I developed a method of teaching chemistry using art, music, dance, drama, and cultural backgrounds which attracted students at all educational levels to chemistry. I felt that as chemists, we have obligations to make the planet a better place for humankind. At this point, I became very active in working towards Scientific Freedom and Human Rights; helping chemists in the Soviet Union, China, Chile, Guatemala, and many other countries. The American Chemical Society established the Subcommittee on Scientific Freedom and Human Rights in 1986 and I chaired this committee for 26 years. At great risk to my personal safety, we succeeded in preventing executions, releasing prisoners of conscience from jail and bringing dissidents to freedom. This work led me to use chemistry as a bridge to peace in the Middle East by organizing Conferences which bring together chemists from 15 Middle East Countries with five Nobel Laureates. The Conferences allow the participants to collaborate on solutions to problems facing the Middle East and the World. The issues are; Air and Water Quality, Alternative Energy Sources, and Science Education at all Levels. Eight conferences were held and the ninth is scheduled for 2019. More than 600 Middle East scientists already participated in these conferences. Considering that most of the participants are professors or directors of science institutions who have access to thousands of students, the number of people in the network is in the thousands. Between the conferences, the cross-border collaborations are ongoing despite the grave situation in the Middle East. In these conferences, the participants succeed in overcoming the chasms of distrust and intolerance. They do not just form collaborations, but form friendships. Hopefully, we will manage to form a critical mass of scientists who will be able to start the chain reaction for peace in the Middle East. Commitment, perseverance, and many times, bravery, helped me to overcome the obstacles I encountered.

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Tüzün, Ümmüye Nur, and Gülseda Eyceyurt Türk. "STEAM PRACTICES IN CHEMISTRY EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 16, no. 1 (June 25, 2019): 32–42. http://dx.doi.org/10.48127/gu-nse/19.16.32.

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STEM is the process of integrating science, technology, engineering and mathematics in education. STEAM differs from STEM by a letter of ‘A’ which means arts, on the basic logic of science and arts mustn’t be decomposed from each other. This research aimed to assist tenth-grade students in learning through their own constructed materials for bringing up them as well-qualified individuals by using chemistry, technology, engineering, popart and mathematics (STEAM) integration which would improve their creativity and critical-thinking too. 33 tenth-grade students from a high school in Turkey participated in this qualitative research in 2015-2016 academic year. Student constructed materials, and student process evaluation worksheets were used as data collecting tools. Content analysis was utilized for the gathered data. Content analysis was cross-checked for the reliability of the research too. The results showed that students’ creativity and critical-thinking skills were enhanced through such a STEAM process, and this process was also helped to educate well-qualified individuals in the abovementioned fields. Keywords: chemistry education, critical thinking, educating well-qualified individuals, STEAM.

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Holme, Thomas. "Contemplating Flexibility in Chemistry Education." Journal of Chemical Education 99, no. 7 (July 12, 2022): 2439–40. http://dx.doi.org/10.1021/acs.jchemed.2c00590.

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Holme, Thomas. "The Tapestry of Chemistry Education." Journal of Chemical Education 99, no. 10 (October 11, 2022): 3353–54. http://dx.doi.org/10.1021/acs.jchemed.2c00939.

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Seery, Michael K. "Harnessing technology in chemistry education." New Directions in the Teaching of Physical Sciences, no. 9 (February 12, 2016): 77–86. http://dx.doi.org/10.29311/ndtps.v0i9.505.

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Using technology when teaching or to support learning is becoming more common place. This perspective discusses the use of technology in our teaching by considering it from the viewpoint of what we need to support our curricula, investigating how technology can help. Nine approaches that have become popular in recent years are outlined with particular emphasis on curriculum delivery problems that they could address, and some recent literature examples of where they have been used. The integration of technology argued for is considered under the umbrella of cognitive load theory, and arising out of this, an approach of how we might progress the use of technology in our teaching is suggested.

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Holme, Thomas. "Connecting Chemistry Education and Insects." Journal of Chemical Education 99, no. 4 (April 12, 2022): 1545–46. http://dx.doi.org/10.1021/acs.jchemed.2c00233.

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Pitman, Simone, Yao-Zhong Xu, Peter Taylor, and Nicholas Turner. "Spotlight on medicinal chemistry education." Future Medicinal Chemistry 6, no. 8 (May 2014): 865–69. http://dx.doi.org/10.4155/fmc.14.51.

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