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Journal articles on the topic 'Chemistry education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Sharp, Lucy. "Collaboration and education: vital elements in chemistry." Impact 2020, no. 4 (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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2

Usak, Muhammet. "GREEN CHEMISTRY EDUCATION." Problems of Education in the 21st Century 82, no. 5 (2024): 581–84. http://dx.doi.org/10.33225/pec/24.82.581.

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Green chemistry can also be referred to as sustainable chemistry and it is the design of chemical products and processes aimed at less or less the use of hazardous substances. It's about lessening the destructive consequences on the environment and the earth's sustainability (Wale et al., 2023; Mane et al., 2023). This accommodates many principles that outline how to design safer chemical reactions as well as technology and the use of green chemicals (De, 2023; Rathi et al., 2023). Such principles include the elimination or reduction of generation, using renewable raw materials, and the produc

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3

Tantayanon, Supawan, Supakorn Boonyuen, and Taweetham Limpaparb. "Chemistry Education." Chemistry International 47, no. 1 (2025): 36–42. https://doi.org/10.1515/ci-2025-0124.

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4

Tashbaeva, Shoira Kasimovna, and Feruza Abdullayevna Lapasova. "FEATURES OF ENVIRONMENTAL EDUCATION IN CHEMISTRY CLASSES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (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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5

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

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6

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

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7

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

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8

Ware, S. A., J. J. Breen, T. C. Williamson, et al. "Green chemistry education." Environmental Science and Pollution Research 6, no. 2 (1999): 106. http://dx.doi.org/10.1007/bf02987562.

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9

J Desale, Vijay. "Impact of ICT Enabled Tools on Chemistry Education." International Journal of Science and Research (IJSR) 14, no. 5 (2025): 1008–12. https://doi.org/10.21275/sr25515143659.

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10

Allemann, Christophe, and Roger Marti. "Education in Flow Chemistry." CHIMIA 77, no. 5 (2023): 294. http://dx.doi.org/10.2533/chimia.2023.294.

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Flow chemistry is a growing and promising technology that can be used in research, development, and production. Nowadays, properly trained staff in flow chemistry is lacking in industry. To efficiently work with this technology, a mix of engineering and chemical skills is required. Although, this dual education is well addressed in the chemistry major given at the Haute Ecole d’Ingénierie et d’Architecture de Fribourg, a school of the University of Applied Sciences and Arts, Western Switzerland, the teaching in flow chemistry should be enhanced and reinforced.

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11

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 (2018): 119–27. http://dx.doi.org/10.22521/unibulletin.2018.72.4.

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12

Yuldashevich, Iskandarov Aybek. "DIDACTIC SIGNIFICANCE OF PROBLEM-SOLVING ACTIVITY IN CHEMISTRY EDUCATION." American Journal of Management and Economics Innovations 6, no. 11 (2024): 111–14. http://dx.doi.org/10.37547/tajmei/volume06issue11-11.

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This article analyzes the didactic significance of solving problems in chemistry in chemistry education. It is based on the fact that chemical calculations affect the development of chemical knowledge and skills.

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13

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 (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

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14

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

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15

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

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16

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

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17

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

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18

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

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19

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

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20

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

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21

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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22

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

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23

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

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24

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

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25

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

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26

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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27

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

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28

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

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29

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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30

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

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31

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

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32

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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33

Mahendra, Cipta. "Clinical Chemistry Education for Medical Students." Education in Medicine Journal 15, no. 1 (2023): 1–16. http://dx.doi.org/10.21315/eimj2023.15.1.1.

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Clinical chemistry plays an important role in medical practice. Approximately 60% to 70% of medical decisions rely on laboratory test results, justifying the need for physicians to have sufficient knowledge of clinical chemistry. However, recent studies have shown that medical students’ knowledge of clinical chemistry is inadequate, and many are unable to interpret the meaning of laboratory parameter results. This implies that the study of clinical chemistry in the curriculum is currently insufficient. There are several related problems, namely a lack of a formal or structured clinical chemist

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34

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 (2021): 335–40. http://dx.doi.org/10.12691/education-9-6-2.

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35

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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36

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 (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 Smartph

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37

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 t

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38

Маммино, Лилиана, and Liliana Mammino. "Interdisciplinarity as a key to green chemistry education and education for sustainable development." Safety in Technosphere 7, no. 1 (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; chem

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39

Correa, Marcia Lopes, Claudio Alberto Gellis de Mattos Dias, Amanda Alves Fecury, Euzébio de Oliveira, Carla Viana Dendasck, and Erlyson Farias Fernandes. "Strategies for Teaching Chemistry at Medium Professional and Technological Level Present in Scientific Articles." Núcleo do Conhecimento 07, no. 03 (2021): 113–23. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/medium-professional.

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Chemistry teaching is not such an easy task for teachers trained in contemporary times. The process of updating your resume should be a constant in the profession. The teacher needs to plan his classes with a language that can make it easier for the student to understand the contents explained. One of the ways of working with chemistry could be with the student actively participating in the process. Agrochemicals are feasible topics to be mediated in this way and can potentially increase students' interest in the discipline. This article aims to identify the strategies for teaching chemistry a

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40

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 (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 appro

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41

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 (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 revise

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42

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 p

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43

Tüzün, Ümmüye Nur, and Gülseda Eyceyurt Türk. "STEAM PRACTICES IN CHEMISTRY EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 16, no. 1 (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 part

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44

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

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45

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

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46

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 w

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47

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 ou

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48

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

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49

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

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50

Drum, Carol A. "Partnerships in Undergraduate Chemistry Education." Science & Technology Libraries 16, no. 3-4 (1998): 89–97. http://dx.doi.org/10.1300/j122v16n03_06.

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