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Journal articles on the topic 'Chemistry teaching methods'

Author: Grafiati

Published: 4 May 2022

Last updated: 5 May 2022

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1

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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3

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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4

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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6

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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7

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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8

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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9

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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Kamolova Nargiza Ibragimovna and Daminova Gulrux Baxromovna. "Improving professional methodical training for future chemistry teachers using creative methods." International Journal on Integrated Education 3, no. 10 (October 3, 2020): 6–8. http://dx.doi.org/10.31149/ijie.v3i10.649.

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This article describes the development of students' creativity through the teaching of chemistry, analysis of chemical and methodological literature, methods of using creativity in the teaching process, the use of creative psychological and pedagogical technologies in teaching chemistry, o Opinions and reflections were given on the formation of students' creative thinking skills and abilities by increasing their creative thinking.

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12

Serikbayeva, Ayzhan, Marzhan Kalmakhanova, and Elmira Abdulova. "Methods of Scientific Thinking in Experimental Teaching of Chemistry." ОҚМПУ ХАБАРШЫСЫ – ВЕСТНИК ЮКГПУ 26, no. 4 (2020): 38–48. http://dx.doi.org/10.47751/skspu-1937-0015.

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In order to adapt the requirements for the education of targeted highly qualified talents in the 21st century, it is necessary to develop students ' ability to think scientifically and innovate in teaching. Chemistry is based on experiments, and experiments play an important role in the search for knowledge, mastering the methods of studying science, experiencing the learning process, and developing students ' ability to think scientifically. In this paper, we have described the importance of scientific thinking methods in teaching at the University. How to cultivate students ' methods of scientific thinking, mainly introduced the course of inorganic and analytical chemistry. Stimulate students 'interest in learning, train students' scientific thinking, and make students master the methods of scientific experimentation and the learning experience process by reforming traditional teaching methods and content can effectively improve the efficiency and quality of students learning.

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13

Lai, Han. "Exploration on Infiltrating the Sense of Green Chemistry in University Teaching of Organic Chemistry." Advanced Materials Research 488-489 (March 2012): 1062–65. http://dx.doi.org/10.4028/www.scientific.net/amr.488-489.1062.

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This paper introduces methods of solving problems of environmental contamination and health hazard caused by organic chemistry by using green chemistry though, discusses green chemistry concept implemented in colleges and universities’ education of organic chemistry through methods including updating education and teaching idea, reorganizing teaching contents and optimizing teaching design, and through combining teaching practices, analyzes how to penetrate green chemistry into each teaching link by combining teaching contents, so as to better accomplish teaching tasks, broaden the scope of knowledge for students and foster modern green chemistry awareness and scientific research awareness of students.

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CHEN, Huaixia, Xueping DANG, and Jianlin HUANG. "Exploration and Practice of Teaching Methods for Analytical Chemistry." University Chemistry 33, no. 1 (2018): 16–20. http://dx.doi.org/10.3866/pku.dxhx201709002.

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ZHOU, Mingjuan, Ying ZHANG, Miao YU, and Wenping JIAN. "Discussion on the Effective Teaching Methods of University Chemistry." University Chemistry 33, no. 11 (2018): 67–69. http://dx.doi.org/10.3866/pku.dxhx201804031.

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Zhan, Peng, and Xinyong Liu. "Research on Teaching Methods in Elemental Chemistry of Pharmacy." University Chemistry 35, no. 2 (2020): 14–20. http://dx.doi.org/10.3866/pku.dxhx201906014.

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Horvai, G. "Teaching bioanalytical methods in a BSc analytical chemistry course." Analytical and Bioanalytical Chemistry 404, no. 1 (May 24, 2012): 1–3. http://dx.doi.org/10.1007/s00216-012-6081-9.

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18

Francisco, Joseph S., Gayle Nicoll, and Marcella Trautmann. "Integrating Multiple Teaching Methods into a General Chemistry Classroom." Journal of Chemical Education 75, no. 2 (February 1998): 210. http://dx.doi.org/10.1021/ed075p210.

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19

Jackman, Lance E., Wayne P. Moellenberg, and G. Dana Brabson. "Evaluation of three instructional methods for teaching general chemistry." Journal of Chemical Education 64, no. 9 (September 1987): 794. http://dx.doi.org/10.1021/ed064p794.

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Li, Qing Shan, Wei Hong, Ming Shuang Xu, and Shu Yuan Zhang. "Advances in Microscale Polymer Chemistry." Advanced Materials Research 178 (December 2010): 373–77. http://dx.doi.org/10.4028/www.scientific.net/amr.178.373.

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Micro-polymer chemistry experiment teaching had such characteristics as using less reagents, less pollution and more portable in comparison with the conventional experiment, with the significant progress, more than thirty years ago. In China, Zhou Ninghuai and others firstly began to go on micro-scale experiment research and Professor Li Qingshan who brought this innovation to polymer organic synthesis experiment has done a lot of works in micro-polymer chemistry experiment teaching. To carry out the study of micro-polymer chemistry experiments not only accords with teaching methods and reform, but also conforms to the trend of the times of green chemistry. The research and application of micro-polymer chemistry experiment have broad prospects. The microscale chemistry experiment (ML) is developed from the idea of green chemistry and the prevention of chemical industry. Microscale chemistry presents a low-cost and green approach in the teaching of chemistry laboratory courses, so it’s the reform of traditional chemical methods. In micro-chemistry experiment, most of the raw materials are in the amount of quality 1g or volume of 1mL below, in line with famous micro-chemist Professor Ma Zusheng[1] (Prof • T. S. Ma), who put forward that "It is to use the chemical reagents as low as possible to obtain the necessary technology information in microscale chemical experiments". In contrast to conventional macroscale chemistry experiment, the micro-chemistry experiment can not only reduce the running cost of laboratory teaching, but also alleviate the potential hazard sassociated with chemistry experiments.

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21

Allan, Michael. "Electron spectroscopic methods in teaching." Journal of Chemical Education 64, no. 5 (May 1987): 418. http://dx.doi.org/10.1021/ed064p418.

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22

Musengimana, Jeannette, Edwige Kampire, and Philothère Ntawiha. "Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 241–61. http://dx.doi.org/10.26803/ijlter.20.7.14.

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Improved teaching methods facilitate the ease of acquisition of knowledge and lead to better achievement. The present study investigates the instructional methods most commonly used in teaching chemistry in lower secondary schools in Rwanda. SPSS 23.0 was used to analyze data from a survey conducted on 51 lower secondary chemistry teachers. The survey has satisfactory and acceptable reliability (Cronbach alpha=0.913 for 57 items on average). The results revealed that teachers prefer active learning methods though they still use traditional teaching methods. Comparison of teachers’ responses in terms of experience showed no statistically significant difference with p= 0.064. The study also found that some teachers have misconceptions in differentiating instructional approaches, methods, and techniques or strategies. Therefore, it is recommended that educational stakeholders should plan pieces of training to teachers about different instructional methods and techniques to use in chemistry teaching for effective learning outcomes.

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23

Cự Giác, Cao, Chu Trà My, and Ngô Ngọc Huỳnh Hân. "Methods of teaching Organic Chemistry in English to 11th students." Journal of Science, Educational Science 61, no. 6A (2016): 116–23. http://dx.doi.org/10.18173/2354-1075.2016-0076.

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24

Traykov, Ivaylo, and Petinka Galcheva. "Implementing Interactive Teaching Methods for 9th Grade Organic Chemistry Classes." Acta Scientifica Naturalis 4, no. 1 (March 1, 2017): 118–23. http://dx.doi.org/10.1515/asn-2017-0018.

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Abstract One of the main challenges facing the current educational system is creating conditions suitable for academic skill development that allow students to navigate and adapt to today’s modern society, such as locating relevant information quickly as well as effectively utilizing innovations. We can achieve this objective by using interactive teaching methods. These methods take into account the contemporary issues and changing priorities - from the general content building for the courses to independent, student-centered cognitive activities. The propose of this paper is to present tested and proven interactive methods for Grade 9Organic Chemistry classes. These methods significantly improve the quality of teaching and the students’ interest in the subject.

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25

MÅRTENSON, D., H. ERIKSSON, and M. INGELMAN-SUNDBERG. "Medical chemistry: evaluation of active and problem-oriented teaching methods." Medical Education 19, no. 1 (January 1985): 34–42. http://dx.doi.org/10.1111/j.1365-2923.1985.tb01136.x.

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26

Bosco Bharathy, Jesuraja. "Importance of Computer Assisted Teaching & Learning Methods for Chemistry." Science Journal of Education 3, no. 4 (2015): 11. http://dx.doi.org/10.11648/j.sjedu.s.2015030401.13.

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27

Sikošek, Darinka, and Kornelia Žarić. "IMPLEMENTATION OF PROCESS-TARGETED ACTIVITIES OF PROSPECTIVE CHEMISTRY TEACHERS DURING CONTINUOUS TEACHING PRACTICE: A RATIONAL COMPARATIVE ANALYSIS OF TEACHING METHODS ACCORDING TO THE EXPRESSED COMPETENCIES." Problems of Education in the 21st Century 53, no. 1 (April 15, 2013): 74–88. http://dx.doi.org/10.33225/pec/13.53.74.

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The main aim of the teacher study program is to ensure the proper role of teaching practice, which is included in initial teacher training courses. It is necessary that teachers of chemistry gain or develop learner competencies for appropriate teaching/ learning in the chemistry subject by using innovative teaching methods. In terms of activities and methods correction of the continuous teaching practice model for prospective chemistry teachers in Pedagogical study program of 2nd degree "Educational Chemistry" which would ensure the creation of a competent chemistry teacher (active and innovative).The main result of the study is a list of potential competencies by prospective chemistry teachers using innovative teaching methods. These competencies can be developed and produced in the performance of activities defined by using continuous teaching practice, particularly in the areas of testing and assessment, experiential and collaborative learning, and experimental (laboratory and field) work. Each of these components is separately assessed by activity and competence. Key words: continuous teaching practice (role), innovative teaching methods, learners’ competencies, potential competencies by prospective chemistry teachers.

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Khajievna, Shomurotova Shirin, and Alimova Farzona Abdukamalovna. "Personal - Oriented Approach In Teaching Methods Of Complex Compounds." American Journal of Social Science and Education Innovations 2, no. 08 (August 19, 2020): 220–23. http://dx.doi.org/10.37547/tajssei/volume02issue08-36.

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This article discusses the use of information technology based on a person-centered approach. Considered proposals and recommendations for further improvement of teaching the discipline "Chemistry of complex compounds" in higher educational institutions.

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Chen, Meiai, Eila Jeronen, and Anming Wang. "What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? A Literature Review." International Journal of Environmental Research and Public Health 17, no. 21 (October 27, 2020): 7876. http://dx.doi.org/10.3390/ijerph17217876.

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In this qualitative study, we aim to identify suitable pedagogical approaches to teaching and learning green chemistry among college students and preservice teachers by examining the teaching methods that have been used to promote green chemistry education (GCE) and how these methods have supported green chemistry learning (GCL). We found 45 articles published in peer-reviewed scientific journals since 2000 that specifically described teaching methods for GCE. The content of the articles was analyzed based on the categories of the teaching methods used and the revised version of Bloom’s taxonomy. Among the selected articles, collaborative and interdisciplinary learning, and problem-based learning were utilized in 38 and 35 articles, respectively. These were the most frequently used teaching methods, alongside a general combination of multiple teaching methods and teacher presentations. Developing collaborative and interdisciplinary learning skills, techniques for increasing environmental awareness, problem-centered learning skills, and systems thinking skills featuring the teaching methods were seen to promote GCL in 44, 40, 34, and 29 articles, respectively. The results showed that the integration of green chemistry teaching (GCT), e.g., with sustainable education, promoted GCL by fostering environmental consciousness and behavioral change and cognitive processes in a sustainable direction.

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30

Abdullaeva, D. "TEACHING ENGLISH TO CHEMISTRY STUDENTS IN THE KARAKALPAK AUDITORIUM." National Association of Scientists 1, no. 71 (October 10, 2021): 28–31. http://dx.doi.org/10.31618/nas.2413-5291.2021.1.71.472.

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The article deals with the importance of teaching English for specific purposes (ESP), and methods of teaching English to chemistry students in the Karakalpak auditoriums. In this article, works and theories of methods in teaching the foreign language have been analyzed and suggestions are given. Descriptive method analysis is used in this article. The article gives information about the problem and ways of teaching chemistry in the English language. Also, in the article, sample of the lesson activities to teach English to chemistry students have been described.

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31

Xia, Wandong. "The Experimental Teaching Reform and Exploration of Pharmaceutical Chemistry in Biopharmaceutical Major." Advances in Higher Education 3, no. 4 (December 19, 2019): 150. http://dx.doi.org/10.18686/ahe.v3i4.1534.

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<p>Pharmaceutical chemistry is an important course in biopharmaceutical major. The subject knowledge permeates many subjects and has a strong theoretical and guiding function. However, there are still a lot of problems in the pharmaceutical chemistry experiment course and the development is not perfect, which needs to be timely reformed and innovated. This paper mainly discusses the reform of experimental teaching of pharmaceutical chemistry in biopharmaceutical major, analyzes the current situation of experimental teaching of pharmaceutical chemistry, finds out the problems and gives solutions, and proposes the corresponding reform measures. This paper explores active and effective teaching methods from the aspects of teaching modes, the laboratory, experimental materials and teaching methods, so as to improve the experimental teaching of pharmaceutical chemistry of biopharmaceutical major, improve the teaching quality and promote the cultivation of students' comprehensive ability.</p>

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32

Li, Qing Shan, Jun Liu, and Ming Shuang Xu. "Research on Micro-Polymer Chemistry Experiment Teaching." Advanced Materials Research 96 (January 2010): 297–99. http://dx.doi.org/10.4028/www.scientific.net/amr.96.297.

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For nearly thirty years, there has been made great progress in micro-polymer chemistry experiment teaching which has these characteristics that using less reagents, less pollution and more portable in comparison with the conventional experiment. In China, Zhou Ninghuai and others began to go on micro-scale experiment research firstly and Professor Li Qingshan who brought this innovation to polymer organic synthesis experiment has done a lot of works in micro-polymer chemistry experiment teaching. To carry out the study of micro-polymer chemistry experiments not only accords with teaching methods and reform, but also conforms to the trend of the times of green chemistry. So the research and application of micro-polymer chemistry experiment have broad prospects.

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33

Utemissova, A. Zh, and Zh Shokybayev. "ASPECTS OF HUMANIZATION OF TEACHING INORGANIC CHEMISTRY IN A PEDAGOGICAL UNIVERSITY." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 256–64. http://dx.doi.org/10.51889/2020-2.1728-5496.43.

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The authors analyze the concepts of "humanization" and "humanitarian" in the context of teaching chemistry in schools and pedagogical universities. The relationship between the processes of humanization and humanization of chemical education is presented. The humanization of teaching chemistry is considered as a characteristic of the learning process, in particular, through the introduction of educational technologies focused on the student's personality, the priority of humanistic values and ideals in the organization of training. Meaningful humanization creates a new technology of education, i.e. educational technology, distinctive signs which are interactivity, understood as effective multifaceted interaction of the individual with chemical – pedagogical learning environment and promoting formation of professional competence of future teachers of chemistry. The authors describe four groups of interactive methods of teaching chemistry: methods of positive motivation, methods of organizing interactive cognitive and practical activities of the student, reflexive assessment methods, and methods of developing an individual educational learning environment. On the results of the pedagogical experiment, a method of teaching the humanization of inorganic chemistry for the formation of professional competence of future chemistry teachers is given.

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34

Muranaka, Ken. "Teaching Statistical Methods (the author replies)." Journal of Chemical Education 76, no. 4 (April 1999): 469. http://dx.doi.org/10.1021/ed076p469.2.

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35

Wang, Xiao Yan, Xin Rong Kan, Li Fang Zhang, and Rui Ying Bai. "Teaching Reform of General Chemistry in Independent College." Advanced Materials Research 442 (January 2012): 67–70. http://dx.doi.org/10.4028/www.scientific.net/amr.442.67.

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The paper analyzed some problems of general chemistry teaching in independent college, and pointed that teaching reform should be carried out according to the independent college training goal. Teaching plans should be worked out according to training goal, teaching methods should be reformed, experimental course should be enhanced, general chemistry course should combine with professional feature, contact of the theory and practic should be payed great attention. Through the teaching reform, the general chemistry teaching level of independent college can be enhanced practically.

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36

LI, Houjin, and Liuping CHEN. "Exploration and Practice of the Teaching Methods of Organic Chemistry Laboratory." University Chemistry 33, no. 1 (2018): 7–11. http://dx.doi.org/10.3866/pku.dxhx201707030.

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37

Kazimova, Nafisakhon Minovarovna, and Muzifabonu Abbaskhon Kizi Odiljonova. "Learning Foreign Languages with Teaching Analytical Chemistry." International Journal of Multicultural and Multireligious Understanding 8, no. 12 (December 27, 2021): 604. http://dx.doi.org/10.18415/ijmmu.v8i12.3377.

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One of the most interesting disciplines of chemistry is analytical chemistry, which describes the modern methods of teaching science, the use of foreign languages in some terms, as well as the study of science. The current demand is to learn foreign languages from the reader, for the educated in general. In this sense, a student who is learning at least a little bit, at the same time learns the language to a certain extent.

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38

Altynbekova, M. O., and Sh Kulmetova. "THE FORMATION OF STUDENTS 'CREATIVITY IN TEACHING CHEMISTRY AT THE SECONDARY SCHOOL." Bulletin of Korkyt Ata Kyzylorda University 57, no. 2 (2021): 254–63. http://dx.doi.org/10.52081/bkaku.2021.v57.i2.063.

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The article discusses in detail the ways of forming students' creativity in teaching chemistry at the secondary school. Research opinions and works of scientists have been analysed and defined in this field. The prerequisites for the creativity development and the use of interactive methods in chemistry are clarified. Information on the importance of the conceptual approaches for secondary education have been taken into account and also, students' creativity development, didactic activity principles in the process of teaching and theoretical knowledge. The article explains methodologically that when performing various creative tasks, students learn concepts related to the chemistry, information about its properties and characteristics, combining methods, new decision-making by studying the properties of substances. The article also highlights the need to educate students about research methods in teaching chemistry. They say that knowledge, skills and abilities are important for chemistry. This article also explains the need for a chemistry teacher to master logic and didactics. Keywords: creative development, creativity, creative thinking, creative level, chemical formula, experimentation, creative teaching, logical thinking.

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Herranen, Jaana Kristiina, Veli-Matti Vesterinen, and Maija Katariina Aksela. "How to measure elementary teachers' interest in teaching chemistry?" Chemistry Education Research and Practice 16, no. 2 (2015): 408–16. http://dx.doi.org/10.1039/c4rp00246f.

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The aim of this study was to create an instrument to measure elementary teachers' interest in teaching chemistry. The interest in chemistry teaching instrument (ICTI) was created to measure both the affective and cognitive components of interest. After establishing the face and content validity of the instrument, the internal consistency of the instrument was verified by calculating Cronbach's alpha for the items. This was done using questionnaire data collected from 149 Finnish elementary teachers teaching chemistry in integrated chemistry and physics lessons. Exploratory factor analysis (EFA) was used to identify the underlying dimensions of interest. Based on the results of the factor analysis, elementary teachers' interest in chemistry teaching had two components: personal and value-related. The usefulness of the ICTI instrument was tested by conducting a correlation analysis of the measured level of interest and the reported use of teaching methods. As expected, the results indicated a positive correlation between the elementary teachers' interest measured with ICTI and the use of for example inquiry-related methods: creative problem solving and laboratory work. The ICTI may be used, for example, to evaluate and develop in-service and pre-service teacher training.

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40

Briggs, Michael, George Long, and Katrina Owens. "Qualitative Assessment of Inquiry-Based Teaching Methods." Journal of Chemical Education 88, no. 8 (August 2011): 1034–40. http://dx.doi.org/10.1021/ed100496t.

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41

Abdullaeva, Zh, G. Turdubaeva, D. Altybaeva, R. Baimatova, and U. Bektasheva. "Formation of Chemical and Ecological Competence of Students in Chemistry Direction in Higher Educational Institutions." Bulletin of Science and Practice 7, no. 7 (July 15, 2021): 285–90. http://dx.doi.org/10.33619/2414-2948/68/37.

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Research relevance in the article is based on the formation of the chemical and ecological competence of students in chemical education in higher educational institutions. It should be noted that in the theory and methodology of teaching of future chemists’ bachelors, the problems associated with the formation of professional competencies have not been sufficiently studied. Research goals and objectives: to show the experience of implementing the competence-based approach in teaching chemists bachelors on the basis of the developed theoretical model of the chemical-ecological competence formation, to reveal the essence and importance of chemical-ecological competence in the process of university students teaching. Research methods: the study used integration methods, general cultural and general scientific, instrumental (IC, social and personal approaches), a review and analysis of literature sources on the formation of chemical and ecological competence of students in teaching chemistry in the higher educational institutions and universities. Research results: an effective means of integrating knowledge and professional skills is educational practice and solving problems with chemical and environmental content, which contributes to a deeper assimilation of the material. Conclusions: on practical lessons it was found that special attention in teaching students to specific types of activities is the basis of professional competence.

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42

MIRZAHMETOVA, Nurbala. "THE RESEARCH METHODS OF CHEMISTRY TEACHING AND THE RELATIONSHIP WITH OTHER SCIENCES." JOURNAL OF ACADEMIC SOCIAL RESOURCES 1, no. 1 (January 1, 2016): 25–29. http://dx.doi.org/10.31569/asrjournal.5.

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43

JIANG, Cheng-Ai, Guang-Wei YU, and Xi-Zhen ZHU. "Practice of Environmental Chemistry Optimization Conformity for Contents and Various Teaching Methods." University Chemistry 31, no. 12 (2016): 31–35. http://dx.doi.org/10.3866/pku.dxhx201604036.

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YAN, Hongliang, Mingwen WANG, Xinxue LI, Ping CHE, and Likun ZANG. "Discussion on the Teaching Methods of General Chemistry with Reduced Lecture Hour." University Chemistry 33, no. 4 (2018): 7–10. http://dx.doi.org/10.3866/pku.dxhx201711019.

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Julius, Judith kinya. "Enhancement of Chemistry Self-efficacy of Students using Computer Aided Instruction among Secondary School Learners in Kenya." International Journal for Innovation Education and Research 6, no. 8 (August 31, 2018): 79–90. http://dx.doi.org/10.31686/ijier.vol6.iss8.1119.

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Chemisrty self-efficacy is to do with desire or confidence to perform well in Chemistry and has been predominantly low among secondary school students in Kenya, and many other developing countries. The study investigated the effect of computer aided instruction (CAI) on Chemisrty self-efficacy of students as compared toconventional methods(CM). The study adopted solomon Four-Group, Non-equivalent Control Group Design which emphasises Quasi-Experimental design. A sample of 174 Form Two secondary school Chemistry students in Tharaka Nithi County in Kenya was used. Four schools were purposively samlped and randomly assigned as either Experimental Groups or Control Groups. The students of experimental groups were taught chemisrty through CAI while the control groups were taught using Conventional Methods on the topics "the structure of the Atom, the periodic table and chemical families" for six weeks. Data was colected using students self-efficacy questionnaire(SSEQ) and was administered before and after exposure of intervention (CAI). Both descriptive and inferential statistics, in particular, t-test and Analysis of Variance (ANOVA) were used to analyse the data. The study revealed that the students taught through Computer aided instruction obtained significantly higher chemisrty self-efficacy scores than the students taught using conventional methods. Further, the study revealed that girls obtained higher self-efficacy scores than thier counterpart boys when taught using CAI. Thus, Chemistry teachers should adopt CAI in thier teaching to help in enhancing Chemisrty self-efficacy of students, and by extention enhance performance in Chemistry.

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Herranen, Jaana, and Maija Aksela. "In-service training to support class teachers in chemistry teaching." Lumat: International Journal of Math, Science and Technology Education 1, no. 4 (January 29, 2017): 323–28. http://dx.doi.org/10.31129/lumat.v1i4.1090.

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There is an evident need for in-service training in chemistry education among class teachers. The support is needed related to, for example, chemistry contents, teaching methods, practical laboratory work, and resources. The article discusses the challenges and opportunities of in-service training and presents one concrete example of how to implement practical work in primary school chemistry education.

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Yodgorov, Bakhtiyor. "A new approach to teaching general and inorganic chemistry." Общество и инновации 2, no. 5/S (July 5, 2021): 403–10. http://dx.doi.org/10.47689/2181-1415-vol2-iss5/s-pp403-410.

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Traditional means of teaching and supervising the training of chemistry students should be updated through the introduction of information and communication technologies. The following information communication technologies are used in the educational process: electronic educational and methodological complexes, electronic textbooks, video lectures, animations; electronic laboratory and practical work, didactic tests, electronic reference books (cases, projects, organizers), etc. It is very important to use information communication technologies in teaching general and inorganic chemistry. The use of new interactive teaching technologies has advantages over traditional methods. There are also some features of the use of information communication technologies in teaching general and inorganic chemistry. The article provides a detailed analysis of the use of information communication technologies. This allowed the author to conclude that the updating of traditional teaching aids in teaching a course in general and inorganic chemistry covers the entire educational process of teaching.

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Hepler-Smith, Evan. "“A Way of Thinking Backwards”." Historical Studies in the Natural Sciences 48, no. 3 (June 1, 2018): 300–337. http://dx.doi.org/10.1525/hsns.2018.48.3.300.

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This article addresses the history of how chemists designed syntheses of complex molecules during the mid-to-late twentieth century, and of the relationship between devising, describing, teaching, and computerizing methods of scientific thinking in this domain. It details the development of retrosynthetic analysis, a key method that chemists use to plan organic chemical syntheses, and LHASA (Logic and Heuristics Applied to Synthetic Analysis), a computer program intended to aid chemists in this task. The chemist E. J. Corey developed this method and computer program side-by-side, from the early 1960s through the 1990s. Although the LHASA program never came into widespread use, retrosynthetic analysis became a standard method for teaching and practicing synthetic planning, a subject previously taken as resistant to generalization. This article shows how the efforts of Corey and his collaborators to make synthetic planning tractable to teaching and to computer automation shaped a way of thinking taken up by chemists, unaided by machines. The method of retrosynthetic analysis made chemical thinking (as Corey perceived it) explicit, in accordance with the demands of computing (as Corey and his LHASA collaborators perceived them). This history of automation and method-making in recent chemistry suggests a potentially productive approach to the study of other projects to think on, with, or like machines.

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Teleshov, Sergei V., Yevgeniy Arshanskiy, Еlena V. Теlеshоva, and Таtyana А. Мirugina. "HISTORICAL PATH OF TEACHING CHEMISTRY: FROM THE BEGINNINGS TO THE ESTUARY." Natural Science Education in a Comprehensive School (NSECS) 25, no. 1 (April 20, 2019): 111–33. http://dx.doi.org/10.48127/gu/19.25.111.

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At the very end of the 18th century, the first textbooks on chemistry appear in Russia. Al-most all authors of the first textbooks received their education in European universities. The au-thors of these textbooks were at the same time the first professors who read a course in chemistry. The article traces the emergence of chemistry teaching methods from the very beginning. One of the sources is the textbook prefaces. The prefaces to the first textbooks are considered and recom-mendations for teaching chemistry are found in them. The technique is the general scientific prop-erty of all teachers. Attention is drawn to the importance of learning the history of teaching meth-ods for teachers. The experience of predecessors is our common heritage. Keywords: chemistry teaching, history of teaching, Russia

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Popovska, Olga. "Implementing and Operating Computer Graphics in the Contemporary Chemistry Education." Mediterranean Journal of Chemistry 6, no. 6 (November 24, 2017): 215–22. http://dx.doi.org/10.13171/mjc65/01711241030-popovska.

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Technology plays a crucial role in modern teaching, providing both, educators and students fundamental theoretical insights as well as supporting the interpretation of experimental data. In the long term it gives students a clear stake in their learning processes. Advancing in education furthermore largely depends on providing valuable experiences and tools throughout digital and computer literacy. Here and after, the computer’s benefit makes no exception in the chemistry as a science. The major part of computer revolutionizing in the chemistry laboratory is with the use of images, diagrams, molecular models, graphs and specialized chemistry programs. In the sense of this, the teacher provides more interactive classes and numerous dynamic teaching methods along with advanced technology. All things considered, the aim of this article is to implement interactive teaching methods of chemistry subjects using chemistry computer graphics. A group of students (n = 30) at the age of 18–20 were testing using methods such as brainstorming, demonstration, working in pairs, and writing laboratory notebooks. The results showed that demonstration is the most acceptable interactive method (95%). This article is expected to be of high value to teachers and researchers of chemistry, implementing interactive methods, and operating computer graphics

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