Relevant bibliographies by topics / Chemistry teaching methods

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

Academic literature on the topic 'Chemistry teaching methods'

Author: Grafiati
Published: 4 May 2022
Last updated: 5 May 2022

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Journal articles on the topic "Chemistry teaching methods"

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Usmonova Lola Mallaevna. "Improving traditional methods of teaching chemistry." International Journal on Integrated Education 3, no. 11 (November 16, 2020): 90–92. http://dx.doi.org/10.31149/ijie.v3i11.850.

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This article discusses various definitions of intelligence in Russian psychological research. It is concluded that the development of intelligence is necessary, as well as further development of scientific approaches to the study of intelligence
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Usmonova Lola Mallaevna. "Improving traditional methods of teaching chemistry." International Journal on Integrated Education 3, no. 11 (November 26, 2020): 187–90. http://dx.doi.org/10.31149/ijie.v3i11.883.

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This research corresponds to the priority of the development of science and technology of the republic. "Spiritual and moral, cultural development of a democratic and legal society, the formation of an innovative economy." The research is carried out within the framework of the research plan of the Navoi State Pedagogical Institute. The main results of the study will be tested in the activities of pedagogical institutes, including students of Navoi State Pedagogical Institute, as well as in the 1st academic lyceum in Navoi and the 2nd academic lyceum under Navoi State Mining Institute.
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Ying, Tian. "Exploration of teaching methods of pharmaceutical chemistry." Research on Pharmacology 1, no. 1 (2019): 25–29. http://dx.doi.org/10.35534/rp.0101003c.

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李, 斌. "Multiple Teaching Methods Improve the Teaching Quality of Natural Medicinal Chemistry." Creative Education Studies 09, no. 01 (2021): 254–57. http://dx.doi.org/10.12677/ces.2021.91040.

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Baimurat, M., R. Zh Mukanova, O. S. Achkinadze, M. K. Yerkibayeva, and T. A. Aubakirov. "TEACHING STUDENTS OF PEDAGOGICAL UNIVERSITIES METHODS OF TEACHING CHEMISTRY AT SCHOOL." BULLETIN 1, no. 395 (February 10, 2022): 112–17. http://dx.doi.org/10.32014/2022.2518-1467.246.

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Ищенко and A. Ishchenko. "To the question about the necessity of descriptive geometry and graphics teaching for chemists and chemistry technologists." Geometry & Graphics 1, no. 2 (July 25, 2013): 6–7. http://dx.doi.org/10.12737/776.

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The vital necessity of descriptive geometry and graphic study by students which are training in the specialties of chemist and chemistry technologist is shown. It is concluded that any engineering and scientific creativity in modern chemistry as the science of materials, structural chemistry and chemical dynamics of molecular systems’ interaction process is impossible without the foundations of descriptive geometry, which forms and develops the human spatial thinking. The discovery of conformational transitions in molecules and, in the future, conformational analysis, has predetermined the broad use of descriptive geometry methods in the chemical science. The modern chemistry’s state analysis is leading to conclusion that at present time the descriptive geometry is needed in the educational program of modern chemist and chemistry technologist.
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Muranaka, Ken. "Teaching Statistical Methods." Journal of Chemical Education 76, no. 4 (April 1999): 469. http://dx.doi.org/10.1021/ed076p469.1.

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Mayer, Lyudmila, and Svetlana Manakhova. "INTERACTIVE METHODS OF TEACHING CHEMISTRY AT A UNIVERSITY." Vestnik of Northern (Arctic) Federal University. Series "Humanitarian and Social Sciences", no. 4 (June 20, 2015): 150–54. http://dx.doi.org/10.17238/issn2227-6564.2015.4.150.

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Kousa, P., R. Kavonius, and M. Aksela. "Low-achieving students’ attitudes towards learning chemistry and chemistry teaching methods." Chemistry Education Research and Practice 19, no. 2 (2018): 431–41. http://dx.doi.org/10.1039/c7rp00226b.

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The aims of this study were to determine low-achieving students’ attitudes towards chemistry and how the attitudes differ within a low achieving group. The most preferred teaching methods were also defined. Empirical data (n= 2949) were collected by stratified sampling from fifteen-year-old Finnish lower-secondary school students as part of a Finnish National Board of Education assessment. The students were divided into five groups according to their achievement in the chemistry-exam. 159 of the students who had deficient exam results were defined as low-achieving (LA) students, and within that group non-native speakers, students with special needs and gender were selected as the background variables. Boys, non-native speakers and those who had special support had more positive attitudes towards chemistry within the LA group. The most preferred teaching methods in the low-achieving group were (i) visiting companies, institutes, museums and exhibitions; (ii) using the internet, videos, magazines and books for studying and (iii) small group working. According to the LA students their teachers should take more into account their wishes for teaching methods. This study suggests that more positive attitudes could lead to a better achievement when the teaching methods are preferred by most of the students. This paper proposes some ideas for both teachers and teacher training.
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Zheng, Min-Yan. "Application of Question-and Project-Leaded Teaching Methods in Organic Chemistry Teaching." University Chemistry 32, no. 8 (2017): 20–24. http://dx.doi.org/10.3866/pku.dxhx201703011.

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Dissertations / Theses on the topic "Chemistry teaching methods"

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

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Nagel, Lilian Estelle. "The effect of new teaching methods in chemistry on the foundation certificate learners' results." Thesis, Port Elizabeth Technikon, 2005. http://hdl.handle.net/10948/162.

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This study investigated possible alternative Chemistry teaching methods to improve the learning and thus the pass rate of the learners of access programmes at the Port Elizabeth Technikon. The study traced Chemistry learning from the Pre-Technician course to the present Science Foundation Certificate. Since the latter programme is a new course with new criteria, only implemented since the beginning of 2003, it provided a suitable platform for the evaluation and updating, if necessary, of new teaching methods. The study was limited to the subject of Chemistry. The participating learners in this qualitative research were fully informed of the objectives of this research and, for ethical reasons, their identities were protected. The methodology chosen was action research, which will include discussions regarding the choice, necessity and value of the research method. The following tools were used to collect data to determine approaches to learning and how the examination results were influenced: Questionnaires; Journal entries of students; Interviews; Data of examination results.
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Charnock, Nathan Lee. "Predictive Modeling of Enrollment and Academic Success in Secondary Chemistry." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/36.

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The aim of this study was to identify predictors of student enrollment and successful achievement in 10th grade chemistry courses for a sample drawn from a single academic cohort from a single metropolitan school district in Florida. Predictors included, among others, letter grades for courses completed in academic classes for each independent grade level, sixth through 10th grade, as well as standardized test scores on the Florida Comprehensive Assessment Test and demographic variables. The predictive models demonstrated that it is possible to identify student attributes that result in either increased or decreased odds of enrollment in chemistry courses. The logistic models identified subsets of students who could potentially be candidates for academic interventions, which may increase the likelihood of enrollment and successful achievement in a 10th grade chemistry course. Predictors in this study included grades achieved for each school year for coursework completed in mathematics, English, history, and science, as well as reported FCAT performance band scores for students from sixth through 10th grade. Demographics, socioeconomic status, special learning services, attendance rates, and number of suspensions are considered. The results demonstrated that female students were more likely to enroll in and pass a chemistry course than their male peers. The results also demonstrated that prior science achievement (followed closely by mathematics achievement) was the strongest predictor of enrollment in—and passing of—a chemistry course. Additional analysis also demonstrated the relative stability of academic GPA per discipline from year to year; cumulative achievement was the best overall indicator of course enrollment and achievement.
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Hickey, Sean P. "The Roundtable of Scientific Communication: From Classroom to Course Creation, Back to Classroom and Beyond." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2668.

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This research encompasses many aspects of chemical education research including curriculum and pedagogical changes to the freshman and sophomore courses. Curriculum changes included the addition of recitations to the general chemistry and organic chemistry lectures and the creation of four new classes, CHEM 1001, 1002, 3091, and 3092. The addition of recitations was not limited to but was focused on improving DFW rates for these courses. CHEM 3091 and 3092 are chemistry internship and undergraduate teaching assistant classes. These courses were necessary to offer outside internship opportunities and training for undergraduate teaching assistants, respectively. CHEM 1001 and 1002 are chemistry classes for nonscience majors. These courses were created to attempt to increase the number of nonscience major students choosing chemistry to complete their science requirement. CHEM 1001 and 1002 were courses not offered at any other university and required that the course materials and textbooks for these classes to be created from scratch without any foundation from other courses. An unforeseen consequence of the creation of these courses was the need to improve scientific communication between scientists and non-scientists and even scientist and scientist. Pedagogical work included a video intensive lecture style (VILS) for disseminating the material in the newly created CHEM 1001 and 1002 courses. For general chemistry and organic chemistry lecture, the major change was the addition of required recitation sessions for these courses. Further pedagogical changes to the organic lecture included introduction of video lectures, implementation of active learning in the lecture and graded, online homework.
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QUEIROZ, Marieta Pereira de. "O uso de métodos cooperativos para promover interações sociais em sala de aula." Universidade Federal Rural de Pernambuco, 2008. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5928.

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Submitted by (lucia.rodrigues@ufrpe.br) on 2016-11-22T12:37:04Z No. of bitstreams: 1 Marieta Pereira de Queiroz.pdf: 3077339 bytes, checksum: 6e598d032dcf21ef2bcf0819fc0644d8 (MD5)
Made available in DSpace on 2016-11-22T12:37:04Z (GMT). No. of bitstreams: 1 Marieta Pereira de Queiroz.pdf: 3077339 bytes, checksum: 6e598d032dcf21ef2bcf0819fc0644d8 (MD5) Previous issue date: 2008-11-24
This research aimed to investigate the influence of a combined cooperative method (Jigsaw I and TGT) in the construction of interactions among students, during the learning of introductory concepts in organic chemistry. Especially concerning: communication form and approach to the content; form of the students' participation; manners of contribution of each group member for the collective construction; advantages and disadvantages of the method. Ten students of 3° year of high school from a state public school of Olinda-PE took part. The application of the method involved: formation of the original groups and subgroups; studies in the groups; preparation and participation in tournaments. Data analysis pondered 3 categories: how the student constructs the interactions in the group; the form of the student's participation in the group and student's way to contribute for the collective construction of meanings in the group. The results revealed that, predominantly, all of the students' speech was Interactive/dialogic, as more than one student participated in the discussion and their ideas were discussed and considered. In regard to the reasons that motivated students to participate in the group, two were identified in all students - affiliation and positive power, only varying the interaction between them. Moreover, all students presented a high participation level in the discussion. As for the contributions to the collective construction, students, in general, elaborated and restructured subjects, they systematized the content and supplied explanations. Thus we concluded that the establishment of cooperative relationships among students is extremely relevant, not only as learning mechanism, but as strategies of teaching that allow the acquisition of essential elements for the socialization in classroom starting from the true cooperation
Esta pesquisa teve como objetivo investigar a influência de um método cooperativo combinado (Jigsaw I e TGT) na construção de interações entre alunos, durante a aprendizagem de conceitos introdutórios da química orgânica. Mais especificamente no que diz respeito a: forma de comunicação e abordagem ao conteúdo; forma de participação dos alunos; modos de contribuição de cada membro do grupo para a construção coletiva; vantagens e desvantagens do método. Participaram 10 alunos do 3° ano do ensino médio de uma escola da rede pública estadual Olinda-PE. A aplicação do método envolveu: formação dos grupos de origem e subgrupos; estudos nos grupos; preparação e participação de torneios. A análise dos dados contemplou 3 categorias: como o aluno constrói as interações no grupo; a forma de participação do aluno no grupo e o modo do aluno contribuir para a construção coletiva de significados no grupo. Os resultados revelaram que, predominantemente, o discurso de todos os alunos foi do tipo Interativo/dialógico, uma vez que mais de um aluno participou da discussão e suas idéias foram discutidas e consideradas. Em relação aos motivos que levaram os alunos a participarem do grupo, dois foram identificados em todos os alunos - afiliação e poder positivo, variando apenas a interação entre eles. Mais ainda, todos os alunos apresentaram um nível de participação alto na discussão. Quanto às contribuições para a construção coletiva, os alunos, em geral, elaboravam e reestruturavam questões, sistematizavam o conteúdo e forneciam explicações. Assim, concluímos que o estabelecimento de relações cooperativas entre alunos mostra-se extremamente relevante, não só como um mecanismo de aprendizagem, mas como estratégias de ensino que permite a aquisição de elementos essenciais para a socialização em sala de aula, a partir da cooperação verdadeira.
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Leech, Andrea Dawn. ""What Does This Graph Mean?" Formative Assessment With Science Inquiry to Improve Data Analysis." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1537.

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This study investigated the use of formative assessment to improve three specific data analysis skills within the context of a high school chemistry class: graph interpretation, pattern recognition, and making conclusions based on data. Students need to be able to collect data, analyze that data, and produce accurate scientific explanations (NRC, 2011) if they want to be ready for college and careers after high school. This mixed methods study, performed in a high school chemistry classroom, investigated the impact of the formative assessment process on data analysis skills that require higher order thinking. We hypothesized that the use of evaluative feedback within the formative assessment process would improve specific data analysis skills. The evaluative feedback was given to the one group and withheld from the other for the first part of the study. The treatment group had statistically better data analysis skills after evaluative feedback over the control. While these results are promising, they must be considered preliminary due to a number of limitations involved in this study.
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Carneiro, Carolina Marques. "Coperative learning in the classroom: systematization for discipline of chemistry." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11014.

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Universidade Federal do CearÃ
O presente estudo teve o propÃsito de utilizar atravÃs da sistematizaÃÃo de aulas, a metodologia de ensino conhecida como Aprendizagem Cooperativa com estudantes do segundo semestre do Curso de Licenciatura em QuÃmica da Universidade Federal do CearÃ. Visou avaliar atravÃs das experiÃncias dos alunos, essa alternativa de ensino como metodologia possÃvel nas aulas, alÃm do interesse e a satisfaÃÃo desses alunos por esse mÃtodo de estudo em grupo. A utilizaÃÃo dessa metodologia teve Ãnfase na importÃncia da aprendizagem dos estudantes nÃo somente no Ãmbito cognitivo, mas, sobretudo no reconhecimento pelo estudo de grupo e melhoria das relaÃÃes sociais, como instrumento de aprendizagem. AtravÃs da elaboraÃÃo de planos de aula e com o auxÃlio das tÃcnicas conhecidas como Jigsaw, verificaÃÃo em pares e aprendendo juntos foi possÃvel adequar essa metodologia no ensino da disciplina, sem comprometer em momento algum o conteÃdo do programa. O reconhecimento positivo dos alunos em detrimento a essa sistemÃtica de ensino, proporcionou à essa pesquisa um atestado de que à possÃvel trabalhar conteÃdos de quÃmica utilizando essa metodologia. Por fim, elucidar como essa metodologia pode trazer contribuiÃÃes positivas nesse processo de aprendizagem.
The present study aimed to use through the systematization of lessons , teaching methodology known as Cooperative Learning with students from the second semester of the Bachelor of Chemistry , Federal University of Cearà . Aimed to evaluate through the experiences of the students , this alternative teaching methodology as possible in class , plus the interest and satisfaction of these students by this method of study group. The use of this methodology was emphasis on the importance of student learning not only in cognitive , but especially in recognition for group study and improvement of social relations , as a learning tool . Through the preparation of lesson plans and with the aid of techniques known as Jigsaw , check in pairs and learning together was possible to adapt this methodology in the teaching discipline , without compromising at any moment the program content . The positive recognition of students over to this system of education provided to this research a certificate that you can work using chemical contents of this methodology. Finally, to elucidate how this methodology can bring positive contributions in this learning process.
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Lima, Luciene Maria do Nascimento. "O ensino de eletroquÃmica no ensino mÃdio por investigaÃÃo: uma abordagem à luz da aprendizagem cooperativa." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17347.

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Esta pesquisa intitulada âO Ensino de EletroquÃmica no Ensino MÃdio por InvestigaÃÃo: uma abordagem à luz da Aprendizagem Cooperativaâ tem o como objetivo geral analisar a validade do uso da estratÃgia didÃtica do ensino por investigaÃÃo amparada na aprendizagem cooperativa usando o mÃtodo de Jigsaw, aplicada ao ensino de EletroquÃmica no ensino mÃdio com vistas a melhoria a aprendizagem. Nesse contexto, entende-se que o ensino e a aprendizagem em quÃmica se revelam um desafio nos dias atuais, por conta da demanda de um ensino que esteja ancorado no cotidiano dos alunos, reclamando uma abordagem significativa que potencialize a apreensÃo do conteÃdo e a reflexÃo crÃtica acerca dos saberes em trÃnsito na mediaÃÃo didÃtica. A questÃo norteadora da pesquisa foi baseada no uso de metodologias de ensino investigativo-cooperativo, logo a metodologia desenvolvida realizou-se por questionÃrio fechado e o pÃblico-alvo foram vinte e cinco (25) alunos da 3 sÃrie do ensino mÃdio da escola pÃblica Raimundo Viana Pinto, localizada no Estado do ParÃ. O trabalhou chegou a conclusÃo que quando problematizado em contexto cooperativo de aprendizagem poderà possibilitar a promoÃÃo do conhecimento, estimulando a criaÃÃo da cultura investigativa e da atividade interativa. AlÃm disso, a estratÃgia didÃtica aplicada teve boa receptividade pelos alunos que desenvolveram atitudes proativas, responsÃveis e autÃnomas no processo de aprendizagem, estimulando o trabalho em grupo e o desenvolvimento da autonomia, despertando nos alunos os valores de integraÃÃo social e responsabilidade, condiÃÃo indispensÃvel para a formaÃÃo de um cidadÃo capaz de atuar criticamente na vida social.
This research, entitled âThe Investigating teaching of Electrochemistry on High Schoolgating: an approach regarding collaborative learningâ has as main aim to analyze the validly of the cooperative didactic strategy using the Jigsaw method, applied to high school aimed at learning improvement. In this context, we understand that nowadays the teaching and learning of chemistry reveals as a big challenge, by demanding a process which the studentâs everyday should be anchored in, claiming for a significant approach that increases the seizure of the contents and stimulation of critical thinking among the current knowledges on the didactic mediation. The main question of the research was based on the use of investigative-cooperative teaching methodologies, therefore, the developed methodology was done by direct survey and the research target were (25) students on the last year of high school (in Brazilian patterns, third degree) on the Public School Raimundo Viana Pinto, located on the state of ParÃ. The research has concluded that when the method is questioned in a cooperative learning context, the stimulation of investigation culture and interactively contact is increased. Besides that, the didactic strategy applied had a great interest with the students, improving study groups, autonomy development, awaking among them values of social integration and responsibility, special condition to form a critical citizen within his/her life in society.
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Tamara, Hrin. "Ефикасност примене системичког приступа у средњошколској настави органске хемије." Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2015. https://www.cris.uns.ac.rs/record.jsf?recordId=94847&source=NDLTD&language=en.

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Многе студије посвећене настави и учењу органске хемије истичучињеницу да ученици средњошколскогузраста показују значајне тешкоћетоком савладавања концепата из овогдомена. На основу тога, циљ овогистраживања био је да се помогнеученицима у превазилажењу тихтешкоћа, применом системичкихзадатака (СЗ) као инструкционогметода.У истраживању су учествовалиученици III разреда гиманзије „ЈованЈовановић Змај”  из Новог  Сада, аистраживање је спроведено токомшколске 2012/13. године. За потребеистраживања конструисани су тестовизнања који су садржали два основнатипа задатака: конвенционалне,линеарне задатке (ЛЗ) и системичкезадатке (СЗ).  Поред тестова знањапримењена је и седмостепенаЛикертова скала за  самопроценууложеног менталног напора.Резултати истраживања су показали даученици  обучавани системичкимприступом  (експериментална група),остварују  боља  постигнућа нафиналном тесту знања (како у ЛЗ, такои у СЗ) од ученика контролне групе,који су обучавани применомтрадиционалног приступа.  Вишапостигнућа  ученика експерименталнегрупе праћена су  нижим  нивоимауложеног менталног напора, у односуна ученике контролне групе.Испитана веза  између постигнућа именталног напора  резултовала јевисоком релативном ефикасношћу заинструкциони метод заснован напримени СЗ, и ниском релативномефикасношћу за традиционалниприступ. При томе је установљено да јеинструкциони метод примењен уексперименталној групи више погоданза испитанике женског пола, него заиспитанике мушког пола.  Са другестране, традиционална настава је билаједнако неповољна за испитанике обапола.Надаље, након примене експлораторнефакторске анализе, СЗ суокарактерисани као  валидни ирелијабилни  алати за проценуученичког смисленог разумевања.Поред СЗ, конвенционални есејскизадаци, као и задаци допуњавања савише од два захтева такође су сепоказали ефикасним за проценуученичког смисленог разумевања.На крају  овог  истраживања,  СЗ суокарактерисани као алати којиефикасно процењују нивое ученичкогсистемског мишљења. У овом делуистраживања је потврђено да су управоиспитаници женског пола у оквируексперименталне групе достиглинајвиши  очекивани  ниво системскогмишљења  –  ниво комплексногповезивања концепата у доменуорганске хемије.
Mnoge studije posvećene nastavi i učenju organske hemije ističučinjenicu da učenici srednjoškolskoguzrasta pokazuju značajne teškoćetokom savladavanja koncepata iz ovogdomena. Na osnovu toga, cilj ovogistraživanja bio je da se pomogneučenicima u prevazilaženju tihteškoća, primenom sistemičkihzadataka (SZ) kao instrukcionogmetoda.U istraživanju su učestvovaliučenici III razreda gimanzije „JovanJovanović Zmaj”  iz Novog  Sada, aistraživanje je sprovedeno tokomškolske 2012/13. godine. Za potrebeistraživanja konstruisani su testoviznanja koji su sadržali dva osnovnatipa zadataka: konvencionalne,linearne zadatke (LZ) i sistemičkezadatke (SZ).  Pored testova znanjaprimenjena je i sedmostepenaLikertova skala za  samoprocenuuloženog mentalnog napora.Rezultati istraživanja su pokazali daučenici  obučavani sistemičkimpristupom  (eksperimentalna grupa),ostvaruju  bolja  postignuća nafinalnom testu znanja (kako u LZ, takoi u SZ) od učenika kontrolne grupe,koji su obučavani primenomtradicionalnog pristupa.  Višapostignuća  učenika eksperimentalnegrupe praćena su  nižim  nivoimauloženog mentalnog napora, u odnosuna učenike kontrolne grupe.Ispitana veza  između postignuća imentalnog napora  rezultovala jevisokom relativnom efikasnošću zainstrukcioni metod zasnovan naprimeni SZ, i niskom relativnomefikasnošću za tradicionalnipristup. Pri tome je ustanovljeno da jeinstrukcioni metod primenjen ueksperimentalnoj grupi više pogodanza ispitanike ženskog pola, nego zaispitanike muškog pola.  Sa drugestrane, tradicionalna nastava je bilajednako nepovoljna za ispitanike obapola.Nadalje, nakon primene eksploratornefaktorske analize, SZ suokarakterisani kao  validni irelijabilni  alati za procenuučeničkog smislenog razumevanja.Pored SZ, konvencionalni esejskizadaci, kao i zadaci dopunjavanja saviše od dva zahteva takođe su sepokazali efikasnim za procenuučeničkog smislenog razumevanja.Na kraju  ovog  istraživanja,  SZ suokarakterisani kao alati kojiefikasno procenjuju nivoe učeničkogsistemskog mišljenja. U ovom deluistraživanja je potvrđeno da su upravoispitanici ženskog pola u okvirueksperimentalne grupe dostiglinajviši  očekivani  nivo sistemskogmišljenja  –  nivo kompleksnogpovezivanja koncepata u domenuorganske hemije.
Many studies dedicated to the teaching andlearning of organic chemistry courses haveemphasized that high school students haveshown significant difficulties in mastering theconcepts of this discipline. Therefore, the aimof our study was to help students to overcomethese difficulties by applying systemicquestions (SQs) as the instructional method.Тhis study included third grade students fromone high school („Jovan Jovanović Zmaj”) inNovi Sad, Serbia. The experiment wasconducted during the 2012/13. school year.For the purpose of this research, knowledgetests with conventional, linear questions (LQs)and systemic questions (SQs) wereconstructed. In addition to knowledge tests, theseven-point Likert scale for measuring ofmental effort was applied.This work shows that students from the groupexposed to the new teaching method(application of SQs) achieved higher scores onfinal testing than students from the controlgroup,  who were taught by the traditionalmethod, when students’ achievements in LQsand in SQs, were studied. These results werefollowed by observation of lower levels ofmental effort by students from theexperimental  group, and higher levels ofmental effort  in the control group, investedduring solving both types of questions.This correlation between achievement andmental effort resulted in high instructionalefficiency for the applied method in theexperimental group, and low instructionalefficiency for  the traditional teaching andlearning method applied in the control group.In addition it was found that the application ofSQs was more suited to female students thanfor male students in experimental group, whiletraditional method was less effective for bothgenders in control group.Furthermore, after conducting an exploratoryfactor analysis on the obtained data, SQs werecharacterized as valid and reliable tools forassessing students’ meaningful understanding.Apart from  this, essay questions andcompletion type of questions with three ormore requests were found to be useful inassessing students’ meaningful understanding.At the end of this study, SQs werecharacterized as effective tools for assessingdifferent levels of students’ systems thinking.These results emphasized the fact that femalestudents from experimental group reached thehighest expacted level of systems thinking –level of complex connection of concepts fromorganic chemistry domain.
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Mordido, Vítor Manuel Góis. "O trabalho experimental como promoção da qualidade do ensino da química." Master's thesis, 2006. http://hdl.handle.net/10400.2/566.

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Dissertação de Mestrado em Ensino das Ciências apresentada à Universidade Aberta
O presente estudo procura descortinar se é aplicado, por parte dos professores, o trabalho experimental como estratégia pedagógica no ensino da Química. Desta verificação, resultam dois caminhos que serão estes o cerne da análise em questão. Se os professores anuírem, então caracterizar-se-á o modo como estes desenvolvem o trabalho experimental, a importância que dão à sua aplicação, que resultados esperam da sua utilização e os que realmente obtêm e, por fim, a avaliação que fazem do trabalho experimental. Se, por outro lado, os professores não fizerem uso do trabalho experimental no desenvolvimento das suas aulas, então procurar-se-á fazer o levantamento dos motivos que tenham estado na sua origem. Neste caso, procuraram-se os constrangimentos que levaram à não utilização do trabalho experimental, mas sempre tendo em linha de conta que não se pretendia fazer críticas destrutivas ao trabalho realizado pelos Professores, mas sim fazer o levantamento das situações que possam inviabilizar a realização do trabalho experimental no ensino da Química, de modo a fazer emergir algumas propostas que conduzam à realização do trabalho experimental como a estratégia de ensino mais adequada. Para a execução do estudo houve necessidade de efectuar uma tentativa de clarificar conceitos, tais como, trabalho experimental, trabalho prático e trabalho laboratorial e também de averiguar o modo como o professor encara a sua vida profissional. Assim, ficamos mais aptos a poder lidar com a actuação do Professor em situação de sala de aula e a representação que têm da realização de trabalho experimental. Para a condução do estudo foi privilegiada a análise qualitativa, com a realização de entrevistas semi-estruturadas a Professores de Química dos ensinos Básico e Secundário que permitiram a análise e interpretação das informações obtidas. No final, as ilações que emergiram foram que os professores assumem o trabalho experimental como ferramenta pedagógica no ensino da Química, quer na vertente de motivação dos alunos para que fiquem mais sensibilizados aos benefícios da ciência e saberem responder eficazmente como adultos atentos aos avanços tecnológicos que daí resultam, quer como consolidação dos conteúdos planificados, de modo a que os alunos, no final do seu plano de estudos, alcancem as competências essenciais preconizadas na legislação em vigor no ensino em Portugal. Nas situações em que o Professor não aplica o trabalho experimental, verifica-se que é por motivos que lhe transcendem, principalmente por falta de recursos materiais e físicos da escola onde se encontra a leccionar. No entanto, apesar desses constrangimentos, o Professor procura, mesmo assim, apresentar um mínimo de actividades que, não sendo o trabalho experimental desejado, consegue proporcionar aos alunos algum contacto com a realidade da Química como ciência experimental. Deste modo, emerge a recomendação aos serviços centrais ou órgãos de poder que coloquem à disposição dos professores as condições materiais e físicas necessárias à correspondente exigência que emanam, quer directa, quer indirectamente, para a realização das actividades de trabalho experimental, que esperam que os alunos consigam alcançar as competências essenciais, no ensino da Química, através da manipulação, descoberta de um quadro de saberes de como Fazer Ciência
The aim of the present study is finding out if the teachers apply the experimental work as a pedagogical strategy in chemistry teaching. From the results observed, there will be two ways as the focus in the present analysis. If the teachers agree, then I will define the way they develop their experimental work, the importance given to their application, the results they expect and those obtained, and at last, the evaluation of the experimental work. On the other hand, if the teachers do not use the experimental work in the development of their lessons, then I will try to find out their reasons. In this case. I will look for the motives that lead to the non-use of the experimental work, having an attitude of non-criticism, but rather checking the situations that may invalidate the experimental work in chemistry teaching, trying to present some proposals that lead to the application of experimental work as the most adequate teaching strategy. To accomplish this study, there was the need of clarifying some concepts such as experimental work, practical and lab work, as well as verifying the way the teachers face their own professional life. Thus, one will be able to cope with the teacher’s performance in the classroom and his role in the application of the experimental work. In this study, I gave special importance to qualitative analysis with half-structured interviews to chemistry teachers from basic and secondary levels that allowed the analysis and interpretations of the obtained information. In the end, the conclusions were that the teachers assume the experimental work as a pedagogical tool in chemistry teaching, not only for the students’ motivation for the benefits of science and know how to answer correctly as attentive adults to the results of technological advances; but also as a consolidation of the planified contents so that the students, in the end of their studies, reach the essential competences previewed by the Portuguese teaching legislation. In the situations which the teacher does not apply the experimental work, I verify that it is due to the lack of physical and material resources in the school where he/she is teaching. Despite these situations, the teacher tries to present some activities that, not being the desirable experimental work, he can give his/her students some contact with chemistry as an experimental science. This way, I would recommend the central services or even the government to give the teachers the necessary physical and material conditions they need, directly or indirectly for the experimental work activities, expecting the students to achieve the essential competences in chemistry teaching, through the manipulation, and discovery of multiple knowledge on how to make science
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Books on the topic "Chemistry teaching methods"

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Eilks, Ingo. Innovative methods of teaching and learning chemistry in higher education. [Cambridge]: RSC Publishing, 2009.

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CST chemistry teacher certification exam. 2nd ed. Melrose, MA: XAMonline, 2007.

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R, Wilford L. D., ed. GCSE chemistry. 2nd ed. London: John Murray, 2001.

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García Gómez, Ma. del Carmen. Simulación--modelos y juegos: Aplicaciones a la enseñanza de la química. Madrid: E.U. Santa María, Formación del Profesorado de E.G.B., 1992.

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McLean, Leslie D. Teaching and learning chemistry in Ontario in the senior division: Teachers, students, content, methods, attitudes, and achievement. Toronto: Ontario Ministry of Education, 1987.

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Janet, Renshaw, ed. New understanding chemistry for advanced level. 3rd ed. Cheltenham: Stanley Thornes, 2000.

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Straughan, J. Chemistry: Practical assessment for GCSE. Cambridge: Cambridge University Press, 1989.

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Francis, Woodhull John. Simple experiments for the school-room: That may be made by teachers wholly without previous experience; and adapted to introduce young pupils to a koweledge of elementary science by experimental methods, and arouse a spirit of inquiry. New York: E. L. Kellogg, 1989.

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Padilla, Michael J. Chemical building blocks. Needham, Mass: Prentice Hall, 2000.

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Earl, B. GCSE science double award. London: John Murray, 1996.

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Book chapters on the topic "Chemistry teaching methods"

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Aydin-Günbatar, Sevgi, and Betül Demirdöğen. "Chemistry Teaching Method Course for Secondary Science Teacher Training." In Designing and Teaching the Secondary Science Methods Course, 129–48. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_8.

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Gregorius, Roberto Ma. "Linking Animation Design and Usage to Learning Theories and Teaching Methods." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 77–96. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch004.

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Stoll, Lindy K., Liana B. Lamont, Stephen B. Block, and Theresa M. Pesavento. "Using Active Learning Methods for Development of Teaching Assistants in High Enrollment General Chemistry Courses." In Active Learning in General Chemistry: Specific Interventions, 117–48. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1340.ch009.

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Bloom, Paul R., and Wayne P. Robarge. "Innovations in Curricula and Teaching Methods in Graduate Education of Soil Chemists." In SSSA Special Publications, 205–16. Madison, WI, USA: Soil Science Society of America, 2015. http://dx.doi.org/10.2136/sssaspecpub55.c11.

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Ferraz-Caetano, José, and Dora Dias. "Chemistry Edutainment." In Handbook of Research on Contemporary Storytelling Methods Across New Media and Disciplines, 364–91. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6605-3.ch019.

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Creating a fun, interactive, and useful science activity for teaching purposes can be a real challenge, especially if it is addressed to middle-school children. More and more science communicators are employing novel communication techniques to better reach out to their audience. In science communication, storytelling is valuable to sparking interest in science. Given that there are many episodes in the history of science that can serve as inspiration, the authors of this chapter share how they used storytelling, based on a real-life event, to create a science communication activity for middle-school children. Focused on chemistry and ethics, these topics were introduced through hands-on laboratory activities with ethical questions embedded in the story line. This task challenges the students to come up with answers by themselves, through a problem-based learning model. By adding game logic elements to this activity, the authors created a unique form of communicating science, both educational and entertaining, which children appreciated.
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Trifonova, Tat'iana Mikhailovna. "Distance Learning during a Pandemic: Invaluable Experience or Missed Opportunities." In Psychological and Pedagogical Issues of Modern Education, 141–53. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98588.

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The paper discusses the results of distance learning for students of the Pacific National University Pedagogical Institute, Department of Biology, Ecology, Chemistry. The positive and negative sides of the «distance» are revealed. Specific examples show that distance learning in the preparation of future teachers of chemistry and biology can be just one of the issues of the disciplines «Theory and methodology of teaching biology» and «Theory and methodology of teaching chemistry» as an innovative technology of teaching methods. Distance learning should not completely replace the traditional one.
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Ferraz-Caetano, José. "Towards Digital Laboratories." In Handbook of Research on Inequities in Online Education During Global Crises, 464–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6533-9.ch023.

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This chapter discusses key elements when devising a transition from traditional laboratory classes towards a digital platform. First, an overview of the types of online and digital chemistry laboratory teaching methods is described. Then it is analyzed a specific case of an abrupt transition of curricula of a practical chemistry undergraduate class. The assessment will be argued with a series of tasks that aim to identify challenges using a real-life laboratory transition. This will be done by outlining the major influences of teacher's transition outtakes.
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Aragrag, Najib, and Dario C. Castiglione. "General procedures in chain-growth polymerization." In Polymer Chemistry. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198503095.003.0007.

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This chapter is intended to provide a general introduction to the laboratory techniques used in polymer synthesis, by focusing on some relatively well-known polymerizations that occur by chain-growth processes. In this way some of the more commonly used procedures in polymer chemistry are described. Due to the nature of the intermediates produced, such as free radicals, carbanions, carbocations, together with a range of organometallic species, the techniques often involve handling compounds in the complete absence of oxygen and moisture. Because of this the best results may require quite sophisticated equipment and glassware; however, it is our intention to show that the general procedures are accessible to any reasonably equipped laboratory, and indeed some of the techniques are suitable for use in an undergraduate teaching laboratory. Chain-growth polymerization involves the sequential step-wise addition of monomer to a growing chain. Usually, the monomer is unsaturated, almost always a derivative of ethene, and most commonly vinylic, that is, a monosubstituted ethane, 1 particularly where the growing chain is a free radical. For such monomers, the polymerization process is classified by the way in which polymerization is initiated and thus the nature of the propagating chain, namely anionic, cationic, or free radical; polymerization by coordination catalyst is generally considered separately as the nature of the growing chain-end may be less clear and coordination may bring about a substantial level of control not possible with other methods. Ring-opening polymerizations exhibit many of the features of chain-growth polymerization, but may also show some of the features expected from stepgrowth polymerizations. However, it is probably fair to say that from a practical point of view the techniques involved are rather similar or the same as those used in chain-growth processes and consequently some examples of ring-opening processes are provided here. It is particularly instructive to consider the requirements of chain-growth compared to step-growth processes in terms of the demands for reagent purity and reaction conditions.
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Kupatadze, Ketevan. "Ecological Chemistry Through Popular Scientific Articles." In Handbook of Research on Emerging Developments and Environmental Impacts of Ecological Chemistry, 531–42. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1241-8.ch025.

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Popularization of ecological chemistry is the aim of scientific-popular articles, which are published in the online journal for teachers. The articles of this type ecological chemistry are linked with literature and history. Due to this linkage, this module turns into an easily comprehensible one and it becomes fun. In all articles, there is also included very useful and interesting information pertaining to ecological chemistry. The titles of such articles must be underlined because they should not only show the common meaning of article, but they should also attract readers. The utmost interest is generated by the historical papers where chemical issues are connected with history. The period of alchemy is more popular and that's why the alchemical stories are described in the articles. The outcome of the pedagogical experiment has made it clear that such a method of teaching of ecological chemistry with scientific popular articles affects positively school student motivation and changes their attitude towards environmental pollution.
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Hoffmann, Roald, and Saundra Y. McGuire. "Specific Learning and Teaching Strategies That Work, and Why They Do So." In Roald Hoffmann on the Philosophy, Art, and Science of Chemistry. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199755905.003.0031.

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The two of us have been teaching and helping others to teach chemistry at every level—from high school teachers to undergraduate and graduate students to university faculty—for over four decades. From that experience have come a number of teaching and learning tactics that we find effective in facilitating student learning. Initially improvised, these strategies are more than gimmicks, for they have proven themselves in practice. Here we share some of them. Since we are inclined to be reflective as well as pragmatic, we’ve also sought out in recent advances in cognitive psychology, and in the scholarship of teaching and learning, insight into why these approaches work. We think through why they are of use in those most magical and mystical processes of learning and teaching any subject, not just chemistry. And we also spell out potential problems. Caring deeply for student learning entails keeping an eye out for what works for others. Perforce, this means borrowing and adapting. Thus a potential injustice in our account is that credit may not be given to the real innovators. Frankly, we do not know where some of the strategies we suggest originated—in examples by others, or out of our own improvisations as we struggled to become better teachers. Many people have independently come to similar practices. Some of what we write is addressed to teachers, some to students. This is deliberate. Cognizance of learning strategies benefits teachers, and awareness of teaching strategies can help learners understand the motives of teachers. Teaching and learning are a double flame. Take notes by hand, even if the class notes are being provided by the instructor or a for-profit service. Even if they are web-cast. Preferably not later than the evening of the class day, rewrite your notes, by hand, amplifying their content. Notice that this process involves two stages—taking the original notes and then rewriting/reworking them. There are various note-taking systems, including the Cornell Note Taking System, the mapping method, the outline method, etc., that students can learn.
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Conference papers on the topic "Chemistry teaching methods"

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Kuular, L. L., CH E. Saaya, and S. A. Homushku. "From experience in constructing assignments in chemistry teaching methods." In Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-02-2020-05.

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Kuular, L. L., and CH E. Saaya. "Independent work as an integral part of chemistry teaching methods." In Scientific dialogue: Young scientist. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-22-05-2020-16.

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Galimyanova, Alena Nailevna, and Lyudmila Grigorievna Tarshis. "METHODS OF TEACHING THE REGIONAL COMPONENT IN THE SCHOOL CHEMISTRY COURSE." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-183.

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Bazilevska, Lidiia. "ECOLOGICAL COMPETENCE AS A COMPONENT OF PERSONALITY-ORIENTED TEACHING OF CHEMISTRY TO STUDENTS OF GENERAL EDUCATIONAL INSTITUTIONS." In SCIENTIFIC PRACTICE: MODERN AND CLASSICAL RESEARCH METHODS. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-26.02.2021.v1.51.

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Malá, Radka, Zita Jenisová, Barbora Tokárová, and Dominika Ballová. "A DIDACTIC EXPERIMENT AIMED AT DETERMINING THE EFFECTIVENESS OF SELECTED TEACHING METHODS IN THE TEACHING PROCESS OF CHEMISTRY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0821.

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Dudek, Karol, Paweł Bernard, and Ewa Odrowąż. "FIRST STEPS IN ASSESSMENT OF STUDENTS’ INQUIRY: A CASE STUDY OF NON-EXPERIENCED CHEMISTRY TEACHER." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.42.

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Teaching methods based on inquiry are more and more widely used in teaching natural sciences. In accordance with the new curriculum, introduced to Polish schools in 2008, students should gain new knowledge based on an inquiry. This fact is related to a change of teachers’ approach in the didactic process and a change in the assessment system. This article undertakes an attempt to analyse how a teacher - who has theoretical knowledge in the field of IBSE teaching methods and evaluating students working in this manner - does the said in practice at the level of lower secondary school, during chemistry classes. The presented case study is based on didactic materials developed at the SAILS project. Key words: formative assessment, IBSE, case study, polymers.
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Hrdlička, Jan, and Václav Rypl. "Využití stanovení celkového uhlíku pro výpočet obsahu spalitelných látek a transformace postupu do výuky chemie." In DidSci+ 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9876-2021-4.

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Soil, as a topic in education, is a typical multidisciplinary topic that can affect geography, biology and ecology, and if we deal with soil composition and analysis, it also affects chemistry and mathematics. From the chemist's point of view, the loss on ignition of the sample is a historical parameter that is directly related to the content of organic matter in the soil sample and it is used to rating soils or solid fertilizers. Loss on ignition is also directly related to the total carbon content, which is another similar parameter that can be determined in the laboratory. This paper is aligned to the analysis of the possible transforming the methods of solid samples analysis into a form, which is usable in the chemistry teaching. The possibilities of applying mathematical methods to the analysis of the relationships between the above parameters are discussed and the use of such a procedure as an interdisciplinary project in education at various types of schools is discussed.
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Sotáková, Ivana, Mária Ganajová, and Mária Babinčáková. "THE EFFECTIVENESS OF IMPLEMENTING INQUIRY ACTIVITIES INTO THE TEACHING PROCESS IN THE PHASE OF REVISING AND DEEPENING THE LEARNING CONTENT." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.222.

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The aim of research was to verify the effectiveness of implementing the inquiry-based teaching (IBT) into the teaching process of chemistry in secondary school in the phase of revising and deepening the previous-year learning content. The results of the research confirmed a significant difference on the level of knowledge and skills between the experimental group students (N=143) where the IBT was implemented and the control group students (N=149) where traditional teaching methods were implied. Keywords: changes in chemical reactions, inquiry-based teaching, learning content, secondary school students.
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Munzil and Puji R. A. Mentari. "Development of e-learning teaching material with augmented reality based on problem based learning for nature of chemistry and scientific methods topic as teaching material in Covid-19 pandemic." 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/10.1063/5.0043248.

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Mihai, Felicia. "Formation of scientific notions in students with mental deficiency." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p54-60.

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The article briefly presents a didactic research that analyzes the formation and introduction of scientific notions specific to Chemistry through active-participatory methods for obtaining higher school results, triggering students' interest, active involvement in their own training, thus ensuring the optimization of the teaching and learning chemistry to students with mental disabilities in special school. The fundamental objective of the research was to demonstrate the importance of active-participatory methods in the formation of notions in the Sciences curricular area in general, respectively in the discipline of Chemistry in particular, where the student becomes an active participant in his own training. Through active-participatory methods used in the process of learning, recovery and socialization of the mentally handicapped, it becomes possible to achieve the fundamental objectives of acquiring knowledge, to accelerate students’ work pace, bring the class working together and train as many students as possible during the lessons. During the activities based on interactive methods organized in groups, it was found that the students modeled their behavior, the spirit of organization increased being more orderly and more involved in solving the work tasks received; interpersonal relationships and cooperation between students have improved (better students help their colleagues to understand the notions taught, this fact leading to an increase in their own results).
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