Relevant bibliographies by topics / Chemistry teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Chemistry teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Chemistry teachers.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Chemistry teachers"

1

Juliana Purba, Friska, Kelly Sinaga, Debora Sitinjak, and Candra Y. Tahya. "21st Century chemistry teacher: Analysis of TPACK of pre-service chemistry teachers in teachers college." jurnal Pendidikan Kimia 15, no. 2 (2023): 76–81. http://dx.doi.org/10.24114/jpkim.v15i2.43788.

Full text
Abstract:
This research is aimed to analyze chemistry pre-service teachers' profile of the TPACK (Technology Pedagogy and Content Knowledge) competencies in Teachers College. The method used in this study was a mixed method using TPACK’s questionnaire and interview. This study revealed that Content Knowledge (CK), Technology Knowledge (TK), Pedagogy Knowledge (PK), Pedagogy Content Knowledge (PCK), and Technology Pedagogy Knowledge (TPK) components of TPACK of pre-service teachers are excellent. The Technology Content Knowledge (TCK) component needs to be improved throughout training courses that enabled the pre-service teacher to utilize, design, and apply various chemistry-based computer applications. The component of TPACK will continue to develop with the support of institutions and teaching experience. Strengthening the components of TPACK is important for a chemistry teacher to embrace 21st century learning.
APA, Harvard, Vancouver, ISO, and other styles
2

Sendur, G., M. Polat, and C. Kazancı. "Does a course on the history and philosophy of chemistry have any effect on prospective chemistry teachers’ perceptions? The case of chemistry and the chemist." Chemistry Education Research and Practice 18, no. 4 (2017): 601–29. http://dx.doi.org/10.1039/c7rp00054e.

Full text
Abstract:
The creative comparisons prospective chemistry teachers make about “chemistry” and the “chemist” may reflect how they perceive these concepts. In this sense, it seems important to determine which creative comparisons prospective teachers make with respect to these and how these can change after the history of chemistry is treated in the classroom. This study seeks to investigate the impact of the basic History and Philosophy of Chemistry course on prospective chemistry teachers’ perceptions towards chemistry and the chemist. The study was conducted during the 2012–2013 academic year at a state university in Turkey with 38 prospective chemistry teachers. A creative comparisons questionnaire and semi-structured interviews were used as data collection instruments in the study. This questionnaire was administered to the prospective teachers in the form of a pre-test, post-test, and retention test. Results of the analysis showed that the prospective teachers produced creative comparisons related to chemistry in the pre-test that mostly relied on their own experiences and observations, but that in the post-test and retention test, their comparisons mostly contained references to the role of chemistry in daily life, its development, and its facilitating aspects. Similarly, it was observed that in the pre-test, the prospective teachers made creative comparisons regarding the chemist that related mostly to the laboratory, but that the post-test and retention test rather contained the aspects of chemists as researchers, meticulous persons, facilitators and managers. Also, 18 prospective teachers were engaged in interviews to understand their prior knowledge about chemistry and the chemist, as well as the reasons for the changes in their creative comparisons. The results of the interviews indicated that a large majority of the prospective teachers were able to fully reflect on their inadequacy about their previous knowledge about “chemistry” and “chemist,” and it was seen that they could explain the reason they changed their creative comparisons as an outcome of the History and Philosophy of Chemistry course. In the light of these results, it can be said that the History and Philosophy of Chemistry course may help prospective chemistry teachers in their perceptions about both chemistry and the chemist and may add depth to their knowledge.
APA, Harvard, Vancouver, ISO, and other styles
3

Syahidul Shidiq, Ari, Sri Yamtinah, and Hayuni Retno Widarti. "Chemistry teacher and pre-service chemistry teacher views: Can social media be used as chemistry learning media?" Jurnal Pendidikan Kimia 15, no. 2 (2023): 148–54. http://dx.doi.org/10.24114/jpkim.v15i2.43359.

Full text
Abstract:
Chemistry learning should be able to integrate contextual chemistry problems and present the sophistication of 21st-century learning technology. As a product of 21st-century technology, social media can be used as chemistry learning media. Therefore, this study aims to investigate the views of chemistry teachers and pre-service chemistry teachers toward the potential use of social media as chemistry learning media. The Purposed-designed survey method that involved 76 chemistry teachers and 109 pre-service chemistry teachers as respondents was used in this study. A total of 40 question items were developed and distributed online using a Google form to respondents. Based on the results of the survey conducted, it is known that during online and offline chemistry learning, respondents are accustomed to using YouTube as chemistry learning media. In addition, Instagram is the social media most widely owned by pre-service chemistry teachers, while Facebook is the social media most commonly owned by chemistry teachers. Other results reveal that most respondents have the same screen time, more than 4 hours daily. This screen time is used by respondents for entertainment and looking for news information on social media. With this long screen time not used for learning, it can be a promising opportunity to use social media as chemistry learning media. This study is expected to be a reference for developing social media-based chemistry learning to increase student motivation and achievement.
APA, Harvard, Vancouver, ISO, and other styles
4

Yüksel, Mehmet. "Evaluating Chemistry Teachers Within the Context of Teacher Characteristics." Journal of Education and Training Studies 7, no. 11 (2019): 72. http://dx.doi.org/10.11114/jets.v7i11.4441.

Full text
Abstract:
There are several characteristics arising from the role that education and training activities impose on teachers. That teachers have different characteristics stems from the fact that the teaching role has a multi-dimensional behavior pattern. Therefore, teacher characteristics are being researched in various fields of science and various subjects. One of these domains is about the characteristics of chemistry teachers. Teacher characteristics are decisive for both effective education and educational improvement. Therefore, it is important to analyze the characteristics of chemistry teachers within a systematic approach. The aim of this study is to try to propose a multi-criteria model for the analysis of characteristics of chemistry teachers and their evaluation in the context of teacher characteristics. With the multi-criteria decision-making model proposed in the study, a 9th grade chemistry teacher was evaluated in detail and holistically. The proposed model allowed the evaluation of teacher characteristics on the basis of cognitive, affective and psychomotor dimensions. In this study, the level of the roles of each of teacher characteristics in evaluating the effectiveness of chemistry education was also determined. Furthermore, the competence level of the chemistry teacher in this study was determined based on each characteristic.
APA, Harvard, Vancouver, ISO, and other styles
5

C. Mirabueno, Dolores. "The Taxonomy of Predict-Observe-Explain (POE) as a Teaching Strategy and Thinking Process of Chemistry Stakeholders." Clinical Case Reports and Studies 3, no. 5 (2023): 1–10. http://dx.doi.org/10.59657/2837-2565.brs.23.081.

Full text
Abstract:
Predict-observe-explain (POE) is a strategy being used during scientific investigations and experiments. However, POE-related studies mainly focused on its validity and reliability as a teaching strategy in classrooms. Thus, this paper extends the context of POE strategy as science process skills, as cognitive thinking skills in performing experiments, and answering scientific inquiries among chemistry stakeholders: students, teachers, and chemists. The study sees POE as a way to develop critical thinking and builds the skills needed for further academic and professional endeavors in the different fields of science. Through a constructivist grounded theory methodology using focus group discussions for students and in-depth interviews with the teachers and chemists, the study: described how students, teachers, and chemists exemplified POE strategy in terms of its process, and identified mutual patterns of POE process from the chemistry stakeholders. The study revealed that: student POE taxonomy is focused on basic processes and structures of POE; teacher POE taxonomy is a guide in their lesson planning; and chemist POE taxonomy is based on local and international compliance during experimentation. Therefore, POE is a science process skill for chemistry stakeholders where the POE taxonomy used by the chemistry stakeholders are different based on experiences, needs, and context.
APA, Harvard, Vancouver, ISO, and other styles
6

Mirabueno, Dolores C., and Edwehna Elinore S. Paderna. "The Taxonomy of Predict-Observe-Explain (POE) as a Teaching Strategy and Thinking Process of Chemistry Stakeholders." International Journal of Studies in Education and Science 5, no. 4 (2024): 390–403. http://dx.doi.org/10.46328/ijses.106.

Full text
Abstract:
Predict-observe-explain (POE) is a strategy being used during scientific investigations and experiments. However, POE-related studies mainly focused on its validity and reliability as a teaching strategy in classrooms. Thus, this paper extends the context of POE discussion not only as a teaching strategy but also as science process skills, and as cognitive thinking skills in performing experiments and answering scientific inquiries among chemistry stakeholders: students, teachers, and chemists. The study sees POE as a way to develop critical thinking and builds the skills needed for further academic and professional endeavors in the different fields of science. Through a constructivist grounded theory methodology using focus group discussions for students and in-depth interviews with the teachers and chemists, the study: described how students, teachers, and chemists exemplified POE strategy in terms of its process, and identified mutual patterns of POE process from the chemistry stakeholders. The study revealed that: student POE taxonomy is focused on basic processes and structures of POE; teacher POE taxonomy is a guide in their lesson planning; and chemist POE taxonomy is based on local and international compliance during experimentation. Therefore, POE is a science process skill for chemistry stakeholders where the POE taxonomy used by the chemistry stakeholders are different based on experiences, needs, and context.
APA, Harvard, Vancouver, ISO, and other styles
7

Hayati, Nurlaila, Asep Kadarohman, Wahyu Sopandi, Muhamad Abdulkadir Martoprawiro, and Diana Rochintaniawati. "Chemistry Teachers' TPACK Competence: Teacher Perception and Lesson Plan Analysis." Technium Social Sciences Journal 34 (August 8, 2022): 237–47. http://dx.doi.org/10.47577/tssj.v34i1.7079.

Full text
Abstract:
This descriptive study aims to describe chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) competence based on teacher perception and lesson plan analysis. Chemistry teachers' perceptions were obtained through the TPACK questionnaire, which was developed based on components in the TPACK framework. Meanwhile, the lesson plan analysis is carried out through a rubric developed based on the TPACK indicator for the lesson plan. The respondent was 86 chemistry teachers who teach in one Indonesian province. Sampling for the analysis of teacher perceptions was carried out through purposive sampling, and the sample lesson plans were selected from several respondents who filled out the TPACK questionnaire. Both data sets were analyzed descriptively. The results of the TPACK perception analysis of chemistry teachers on the components of TK, PK, and PCK show that they have sufficient ability. These results align with the analysis of the lesson plans they made, which are in the good category. In the CK and TPK components, chemistry teachers' perception shows they have sufficient ability. It is not in line with the results of the analysis of lesson plans which are in the poor category. In TCK component, chemistry teachers' perception shows they have less ability. These results are quite in line with the analysis of lesson plans which are in the very poor category. Finally, the results of the analysis on TPACK component show that chemistry teachers are unsure or doubtful about their abilities, while the results of the analysis of lesson plans are in the very poor category.
APA, Harvard, Vancouver, ISO, and other styles
8

Anılan, Burcu. "Preservice Science Teachers Metaphoric Perceptions about Chemistry Concept." Journal of Qualitative Research in Education 5, no. 2 (2017): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.5c2s1m.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Adawiyah, Rabiatul, Alessandro Jeremi Manarisip, and Suyanta Suyanta. "Literature Review Regarding PCK of Chemistry Teachers and Prospective Chemistry Teachers." Jurnal Penelitian Pendidikan IPA 9, SpecialIssue (2023): 184–90. http://dx.doi.org/10.29303/jppipa.v9ispecialissue.6145.

Full text
Abstract:
This research aims to provide an overview of the research methodology used in conducting a literature review of 21 journals indexed by Scopus and included in the Q1 category during the 2013-2022 period. This research uses a literature review method, this method is a scientific approach that provides a comprehensive picture of the development of a research topic. Through this literature review, researchers can obtain information regarding the year of publication, research methods applied, instruments used in each journal, and the focus of studies conducted by each journal. At the results and discussion stage, this research details the concept of Z score as a statistical value, factor analysis, correlation between factors, and coding analysis in the context of qualitative research. The concept of in-depth analysis which includes an in-depth examination of a subject or phenomenon is also discussed in detail. In addition, various research methods such as constant-comparative, person map items, PCS, TSPCK rubric, questionnaires, interviews, observation, and documentation are explained in depth. The importance of pedagogical competence in implementing the educational process is in the main spotlight, and analysis of the literature in the journal "Chemistry Education Research and Practice" shows the dominance of the use of qualitative methods in 2020. Interviews are recognized as an irrelevant method. only flexible but also in-depth, supported by the application of observation and analysis of supporting factors
APA, Harvard, Vancouver, ISO, and other styles
10

Febriyanti, Resi, and Endang Widjajanti. "Chemistry Teacher’s Perception About Higher Order Thinking Skills Assessment." Jurnal Penelitian Pendidikan IPA 9, no. 8 (2023): 5921–26. http://dx.doi.org/10.29303/jppipa.v9i8.3040.

Full text
Abstract:
Higher order thinking skills are an assessment that must be integrated into 2013 Curriculum learning process. The purpose of this study is to investigate the chemistry teacher’s perception about higher order thinking skills assessment. Descriptive qualitative was used in this study. This study implicated 10 chemistry teacher from 10 senior high school in West Kalimantan. Data on chemistry teacher’s perception about higher-order thinking skills assessment were obtained from questionnaire consist of 10 questions. The results showed that most of the chemistry teachers in West Kalimantan already know and implement higher order thinking skills assessment in learning, like final exam and daily test. The HOTS assessment has been implemented by most teachers, but the implementation was not optimal even though in terms of knowledge all teachers already know about the HOTS assessment.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Chemistry teachers"

1

Aydin, Sevgi. "Examination Of Chemistry Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614327/index.pdf.

Full text
Abstract:
The purpose of this study was to examine topic-specific nature of pedagogical content knowledge (PCK). Two experienced chemistry teachers&rsquo
PCK was examined in electrochemistry and radioactivity. To capture participants&rsquo
PCK, all PCK components were studied. To get deep and rich answers to research questions asked, qualitative methodology was used. Participants were selected through purposeful sampling. Data were gathered through card-sorting activity, Content Representation (CoRe), semi-structured interviews, classroom observations, and field notes. Results revealed that participants had two types of PCK, namely, PCK A for teaching electrochemistry and PCK B for teaching radioactivity. PCK A included content-based and teacher-centered instruction, many links to other topics in chemistry and in physics. The assessment was coherent which included different types of assessment strategies used at the beginning, during, and at the end of teaching. In PCK B, it was less teacher-centered. The link to other topics was limited. Additionally, teachers used fragmented assessment and were less knowledgeable about learners&rsquo
difficulties and misconceptions in radioactivity than they were in electrochemistry. Differences between PCK A and B may be related to nature of the topics. Learners need to have much pre-requisite knowledge both from chemistry and physics to learn electrochemistry. Also, there are more concepts in electrochemistry than there are in radioactivity. It seems that when teachers have to focus on more concepts to teach, they may have a tendency to teach more-teacher centered to save time. Teacher education programs should focus on topic-specific nature of PCK and provide topic-specific training to teachers.
APA, Harvard, Vancouver, ISO, and other styles
2

Skipworth, Carnetta. "Teachers' Resource for Materials and Environmental Chemistry." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/568.

Full text
Abstract:
In many secondary education chemistry classrooms, teachers have a difficult time introducing chemistry topics in a way that will be interesting to the high school student. The development of a materials and environmental chemistry teacher's manual will help teachers introduce a variety of selected topics in an interesting fashion to the students. This manual focuses on the subjects covered for freshman and sophomore level students. The manual uses five separate experiments to introduce topics such as the electromagnetic spectrum and solubility. The five experiments include a test on tennis shoe stiffness and energy dissipation ability, pesticides in water, grease in vent hoods, concentration of salicin in willow, and a paint adhering test on a vehicle bumper. The manual introduces several chemistry concepts by relating the subject to projects that the students can understand because they are useful to society and the environment. By presenting the material in this manner, students should be able to focus on the specific concepts longer, thus understanding the concepts better. Some of the lessons cover a topic that is required by the American Chemical Society (ACS) for postsecondary education materials chemistry classes. The inclusion of these topics will increase the knowledge of future chemistry students in an area that will be required at multiple postsecondary education institutions. Each experiment topic includes background information, teacher information, lesson objectives, ACS topic and/or experimental subject covered, lesson, definitions, supplements, transparencies, and a worksheet.
APA, Harvard, Vancouver, ISO, and other styles
3

DeBernardo, Holly S. "Undergraduate Science Education of Pre-Service Teachers: The Relationship to Self-Efficacy of High School Chemistry and Biology Teachers." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1341503060.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Shannon, Joseph Charles. "How is PCK embodied in the instructional decisions teachers make while teaching chemical equilibrium? /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7646.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
6

Kennedy, Declan. "An investigation of student teachers' teaching of difficult ideas in chemistry." Thesis, University of York, 2004. http://etheses.whiterose.ac.uk/10969/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Boström, Agneta. "Sharing lived experience : how upper secondary school chemistry teachers and students use narratives to make chemistry more meaningful /." Stockholm : Stockholm Institute of Education Press (HLS förlag), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1285.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bowen, James Iddon. "Student continuation in high school chemistry." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-11172006-122201/unrestricted/Bowen.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Harshman, Jordan T. "Characterizing High School Chemistry Teachers' Use of Formative Assessment Data to Improve Teaching." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1437652616.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kan, Kwok-kin Terry. "Exploring teachers' perceptions and practices in implementing the AL TAS for practical chemistry in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2240093X.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Chemistry teachers"

1

Lloyd, G. Chemistry & chemistry (alternative): Teachers' guide. Southern Examining Group in collaboration with National Extension College, 1986.

APA, Harvard, Vancouver, ISO, and other styles
2

Open University. Chemistry for Science Teachers Course Team., ed. Chemistry for science teachers. Open University, 1992.

APA, Harvard, Vancouver, ISO, and other styles
3

Open University. Chemistry for Science Teachers Course Team., ed. Chemistry for science teachers. Open University, 1992.

APA, Harvard, Vancouver, ISO, and other styles
4

Open University. Chemistry for Science Teachers Course Team., ed. Chemistry for science teachers. Open University, 1992.

APA, Harvard, Vancouver, ISO, and other styles
5

Open University. Chemistry for Science Teachers Course Team., ed. Chemistry for science teachers. OpenUniversity, 1992.

APA, Harvard, Vancouver, ISO, and other styles
6

Open University. Chemistry for Science Teachers Course Team., ed. Chemistry for science teachers. Open University, 1992.

APA, Harvard, Vancouver, ISO, and other styles
7

A, Talmadge Cornelia, and American Chemical Society, eds. College chemistry faculties. 7th ed. American Chemical Society, 1986.

APA, Harvard, Vancouver, ISO, and other styles
8

1943-, Ealy James L., ed. Visualizing chemistry: Investigations for teachers. American Chemical Society, 1995.

APA, Harvard, Vancouver, ISO, and other styles
9

A, Sykes, and Mason J. P, eds. Chemistry: The teachers' and technicians' guide. Longman, 1986.

APA, Harvard, Vancouver, ISO, and other styles
10

Tommila, Päiviö. Vihreän lampun taika: Eero Tommila, kemisti. Suomen Tiedeseura, 2009.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Chemistry teachers"

1

Nixon, Ryan S., and Julie A. Luft. "Teaching Chemistry with a Biology Degree." In Newly Hired Teachers of Science. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-283-7_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hugerat, Muhamad, Rachel Mamlok-Naaman, Ingo Eilks, and Avi Hofstein. "Professional Development of Chemistry Teachers for Relevant Chemistry Education." In Relevant Chemistry Education. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-175-5_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Driel, Jan H. van, and Onno de Jong. "Empowering Chemistry Teachers' Learning: Practices and New Challenges." In Chemistry Education. Wiley-VCH Verlag GmbH & Co. KGaA, 2015. http://dx.doi.org/10.1002/9783527679300.ch5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Boesdorfer, Sarah B. "Growing Teachers and Improving Chemistry Learning: How Best Practices in Chemistry Teacher Education Can Enhance Chemistry Education." In ACS Symposium Series. American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1335.ch001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Springub, Annika, Luzie Semmler, Shingo Uchinokura, and Verena Pietzner. "Chemistry Teachers’ Perceptions and Attitudes Towards Creativity in Chemistry Class." In Cognitive and Affective Aspects in Science Education Research. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58685-4_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Laszlo, Pierre. "A Series of Great Teachers." In A Life and Career in Chemistry. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82393-1_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Markic, Silvija, and Ingo Eilks. "Evaluating Drawings to Explore Chemistry Teachers’ Pedagogical Attitudes." In Affective Dimensions in Chemistry Education. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45085-7_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Koopman, Oscar. "Do Teachers also See What Chemists See When They Teach Chemistry?" In Science Education and Curriculum in South Africa. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40766-1_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kulandaisamy, Yvonne, and Mageswary Karpudewan. "Teachers’ View on Replacing Traditional Chemistry Experiments with Green Chemistry (GC) Experiments." In Science Education in the 21st Century. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5155-0_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Archer, Ronald D., Henry W. Heikkinen, and Martha K. Lester. "ACS’s Role in Improving Chemistry Education—Synergism among Governance, Chemistry Teachers, and Staff." In Sputnik to Smartphones: A Half-Century of Chemistry Education. American Chemical Society, 2015. http://dx.doi.org/10.1021/bk-2015-1208.ch015.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Chemistry teachers"

1

ŞEN, Ayşe Zeynep, and Canan Nakiboğlu. "Prospective chemistry teachers’ orientations towards teaching in chemistry laboratories." 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/10.1063/5.0043488.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bilek, Martin, Katerina Chroustova, Jiri Rychtera, et al. "TEACHERS’ VIEW ON THE LOWER SECONDARY CHEMISTRY CURRICULUM IN THE CZECH REPUBLIC." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.29.

Full text
Abstract:
The research was focused on the teacher’s opinions about the key and critical points of the lower secondary chemistry curriculum in the Czech Republic. Through the interviews with 40 chemistry teachers from four Czech regions was gained information about what teachers named as critical topics and what as key topics in early chemistry school contents. Some problems were identified mainly with cognition overload of learners and the necessity to realize stronger connections to everyday life and forming science literacy. Keywords: chemistry teachers’ opinions, early chemistry education, key points of the curriculum, critical points of the curriculum.
APA, Harvard, Vancouver, ISO, and other styles
3

Kawedhar, Maria C. S., Sri Mulyani, and Nurma Y. Indriyanti. "Analogies and visual aids provided by chemistry teachers’ in chemistry learning: A case study of pre-service chemistry teacher." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139780.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Štrofová, Jitka, and Štěpánka Coufalová. "Studenti ZČU a jejich zkušenosti s experimentální výukou chemie na střední škole." In DidSci+ 2021. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9876-2021-12.

Full text
Abstract:
The contribution presents the offer of courses with chemical themes at Faculty of Education, University of West Bohemia in Pilsen, which are intended for future teachers and not only for students of teacher training in chemistry. Attention is focused mainly on the course Chemistry by Play and on our experience with non-contact teaching in the academic year 2020/2021. The studentsʼ experience with experimental chemistry teaching forms in the previous study at high school are discussed here. Other possibilities to increase future teachersʼ competences in the field of natural sciences are mentioned in the paper.
APA, Harvard, Vancouver, ISO, and other styles
5

Harmer, Sandra Pia, and Michael Alfred Anton. "Using service learning to foster diversity competency of pre-service chemistry teachers at the University of Vienna." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17164.

Full text
Abstract:
In order to feel better prepared for the challenges of teaching chemistry in multicultural and multilingual classrooms, the Institute of Chemistry Education (IDC) at the University of Vienna has launched a teacher training course in which pre-service teachers get the opportunity to engage in service learning at the UniClub. The UniClub is a programme offering learning support for pupils at upper secondary level with refugee and/or migration experience. The results of the qualitative evaluation study show that the course covers topics unique within the chemistry teacher training programme and provides insights into culturally and language sensitive teaching. It raises pre-service teachers’ awareness for the needs of multilingual and multicultural learners and leads to a more reflective use of language in the chemistry classroom. The results also show that, although the course is an important step towards the development of diversity competency, the pre-service teachers still do not feel fully prepared.
APA, Harvard, Vancouver, ISO, and other styles
6

Arifin, Samsul, Nerru Pranuta Murnaka, Andi Mardiana Paduppai, and Haryanti. "Education and training for junior high school mathematics teachers to improve teachers’ competence in developing national assessments." In CHEMISTRY BEYOND BORDERS: INTERNATIONAL CONFERENCE ON PHYSICAL CHEMISTRY: The 1st Annual Meeting of the Physical Chemistry Division of the Indonesian Chemical Society. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0154659.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Luvanga, Baraka. "Inquiry-Based Learning in Tanzania: Chemistry Teachers’ Knowledge and Perceptions." In Proceedings of the 1st International Conference of Education. Dar es Salaam University Press, 2023. http://dx.doi.org/10.37759/ice01.2023.18.

Full text
Abstract:
The aim of the study was to explore chemistry teachers’ knowledge and perceptions of Inquiry-Based Learning (IBL) in Ordinary level secondary schools in Iringa Municipality. The study had two objectives: (i) exploring chemistry teachers’ understanding of inquiry-based learning in teaching and learning of chemistry in secondary schools and (ii) examining chemistry teachers’ perceptions of the IBL and how it influences classroom practices. The study employed qualitative research approach and a case study design. Six secondary schools were selected for the study. A total of eight chemistry teachers were involved in the study. Data were collected using interviews and observation and analysed using thematic analysis. Findings revealed that chemistry teachers had different knowledge and perceptions of what IBL meant. In the first place, IBL was perceived as the inquiry-based learning implying a process of teaching where student is learning by doing. Secondly, IBL was perceived as a participatory method similar to discussion and demonstration. The findings revealed further that different contextual implementation of the IBL in line with the design of learning activities was attributed to teachers’ beliefs towards the approach itself. Based on the findings the study concludes that; firstly, chemistry teachers differed in understanding of the meaning of inquiry-based learning which in turn reflected different interpretations and implementations in classrooms. Secondly, limited range of classroom activities were designed and prepared by chemistry teachers for students to learn by inquiry and therefore lower levels of guided and confirmation inquiry were implemented. The study recommends that in order to improve effective chemistry learning using IBL, chemistry teachers should share knowledge through established community of practices within the school settings to enable them transform their intellectual thinking and have a sense of self efficacy.
APA, Harvard, Vancouver, ISO, and other styles
8

Augustinovič, Agata, and Nijolė Cibulskaitė. "CHEMISTRY TEACHING: EXPERIENCE OF STEM LABEL SCHOOLS TEACHERS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0942.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Fitriyana, Nur, Antuni Wiyarsi, Heru Pratomo, Marfuatun, Annisa Krisdiyanti, and Wahnutia Adilaregina. "In-Service Chemistry Teachers’ Prior Knowledge Regarding STEM Integration in High School Chemistry Learning." In 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210305.033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Fitriyana, Nur, Heru Pratomo, Antuni Wiyarsi, and Marfuatun. "In-service high school chemistry teachers' view towards chemistry: Is it a difficult subject?" In 2ND INTERNATIONAL CONFERENCE ON EMERGING SMART MATERIALS IN APPLIED CHEMISTRY (ESMAC-2021): ESMAC-2021. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0109916.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Chemistry teachers"

1

Midak, Liliia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, et al. Augmented reality while studying radiochemistry for the upcoming chemistry teachers. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4627.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Belokonova, Nadezhda, Elena Ermishina, Natalya Kataeva, Natalia Naronova, and Kristina Golitsyna. E-learning course "Chemistry". SIB-Expertise, 2024. http://dx.doi.org/10.12731/er0770.29012024.

Full text
Abstract:
The electronic training course ""Chemistry"" was created as an auxiliary resource to accompany the chemistry curriculum for the specialties of General Medicine, Pediatrics, and Dentistry. The purpose of studying the course is to form ideas about the structure and transformations of organic and inorganic substances that underlie life processes and influence these processes, in direct connection with the biological functions of these compounds. Course objectives: - formation of knowledge and skills about the basic laws of thermodynamics and bioenergy; about the structure and chemical properties of bioorganic compounds and their derivatives; - formation of knowledge necessary when considering the physical and chemical essence of processes occurring in the human body at the molecular and cellular levels; - developing the ability to carry out, when necessary, calculations of the parameters of these processes, which will allow a deeper understanding of the functions of individual systems of the body and the body as a whole, as well as its interaction with the environment; - training of a specialist who has a sufficient level of knowledge, skills, abilities, and is able to think independently and be interested in research work. The labor intensity of the course is 108 hours. The course consists of 3 didactic units. Each course topic contains theoretical material, a practice test to test your understanding of the theory, and a final test. Each final test on a topic is equivalent to a control event according to a point-rating system. Laboratory work is presented in the form of a video file and a test for it. In this way, an electronic form of completing a report for laboratory work is carried out. The materials presented in the course can be used by teachers as basic when testing students or as additional to those methodological developments that are currently used at the department.
APA, Harvard, Vancouver, ISO, and other styles
3

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
4

Valko, Nataliia V., Viacheslav V. Osadchyi, and Vladyslav S. Kruhlyk. Cloud resources use for students' project activities. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4444.

Full text
Abstract:
The modern educational system proclaims learning aimed at acquiring practical skills and based on the activity approach. Educational research projects are the necessary component of curricula in physics, computer science, biology and chemistry. There is a problem of specialized equipment and facilities using for the implementation of such projects in distance learning. Therefore, the issue of cloud resources using for distance learning organization in robotics is relevant. The article presents a brief overview of the current state of projects development in Ukrainian schools and approaches used in foreign educational institutions in teaching robotics distantly. The article describes the stages of robotics projects development such as organizational, communicative, project work, summarizing. The peculiarities of the stages in distance learning and the possibilities of cloud technologies in robotics are also considered. The authors’ experience in projects developing in this environment for students and future teachers is described.
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography