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Journal articles on the topic 'Concept of chemical knowledge and understanding'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Burrows, Nikita L., and Suazette Reid Mooring. "Using concept mapping to uncover students' knowledge structures of chemical bonding concepts." Chemistry Education Research and Practice 16, no. 1 (2015): 53–66. http://dx.doi.org/10.1039/c4rp00180j.

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General chemistry is the first undergraduate course in which students further develop their understanding of fundamental chemical concepts. Many of these fundamental topics highlight the numerous conceptual interconnections present in chemistry. However, many students possess incoherent knowledge structures regarding these topics. Therefore, effective assessments are needed to identify these interconnections. The use of concept-mapping and think-aloud interviews to investigate the knowledge structures of undergraduate organic chemistry students' regarding bonding concepts is the focus of this

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Miftahul Nur, Nurhayati Bialangi, Julhim S. Tangio, Erni Mohamad, Erga Kurniawati, and Astin Lukum. "Analisis Pemahaman Konsep Siswa pada Materi Stoikiometri Menggunakan Tes Diagnostik Lima Tingkat di SMA Negeri 4 Gorontalo." Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam 2, no. 4 (2024): 242–55. https://doi.org/10.59581/konstanta.v2i4.4393.

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The principles of chemistry learning emphasize that students study chemical concept in a structure and detailed manner. Until now, chemistry lessons are still a big challenge for teachers, because students often experience difficulties when learning chemical concept such as the concept of stoichiometry. This study aims to determine the level of concept understanding and the percentage of students' concept understanding on stoichiometry material using a five tier diagnostic test. The method used in this research is descriptive qualitative. The results showed: (1) the average level of students'

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Widarti, Hayuni Retno, Sri Yamtinah, Mawardi Mawardi, et al. "Analysis Understanding Participant Educate to Theory Rate Reaction." Jurnal Penelitian Pendidikan IPA 8, no. 6 (2022): 3027–33. http://dx.doi.org/10.29303/jppipa.v8i6.2462.

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Initial understanding is the ability to build early based on experience and knowledge possessed by using grammar that is still relevant to new knowledge. This study aims to explore the experience and knowledge of students to determine the initial understanding of the reaction rates topic. The method used is a questionnaire as a research instrument. In total, 100 students from SMA in Malang, East Java were selected using the purposive sampling method. From these questions, the types of questions are grouped based on alternative answers and sub-material questions and include 3 levels of represen

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Hunegnaw, Tadesse, Tesfaye Demisse Hailegebreal, Dawit Asrat Getahun, and Minaleshewa Atlabachew. "Effect of Virtual Experiments Compared to Physical Experiments on Students’ Conceptual Understanding of Chemical Kinetics Concepts." European Journal of STEM Education 10, no. 1 (2025): 03. https://doi.org/10.20897/ejsteme/16261.

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Even though physical experiments are mandatory in science education, there has been an increasing demand for virtual experiments. This research aimed to investigate the impact of virtual experiments compared to physical experiments on students’ conceptual understanding of chemical kinetics concepts. To achieve this, a two-phase explanatory sequential mixed method approach was employed to collect and analyze quantitative and qualitative data. One group of students conducted virtual experiments (n = 25), while another group of students practiced the same topic with physical experiments (n = 26).

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Arjona, Lourdes, Evelyn García Vázquez, Luisa Morales-Maure, et al. "Molecular misconceptions: A cross-national study on university students’ understanding of the mole concept." Journal of Infrastructure, Policy and Development 8, no. 11 (2024): 8610. http://dx.doi.org/10.24294/jipd.v8i11.8610.

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This study investigates university students’ understanding of the mole concept and its implications for chemistry education, highlighting the critical role of mathematical education. A questionnaire was administered to 303 students from universities in Panama, Mexico, Cuba, Chile, and Spain. The results reveal that only 29.7% of participants recognize the mole as a fundamental unit, while 20.8% confuse the amount of substance with a non-existent “Chemical System.” Only 18.5% correctly identified the substance quantity symbol as “n” and 32.7% were aware that Wilhelm Ostwald introduced the term

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Asenjo, Stephen Bryan. "Evaluation of Chemistry Content Knowledge and Verbal Analogical Reasoning as Potential Predictors of Teachers' Quality of Chemistry Concept Analogies." KIMIKA 33, no. 1 (2022): 42–63. http://dx.doi.org/10.26534/kimika.v33i1.42-63.

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This study evaluated the possible relationship of Chemistry Content Knowledge and Verbal Analogical Reasoning to Teacher's Chemistry Concept analogies among 20 Public High School Science Teachers in Cebu, Philippines using validated questionnaires. Test for Chemistry Content Knowledge showed that teacher-respondents' scores has a mean of 34.90, indicating an approaching proficiency level of knowledge in Chemistry concepts with Chemical reactions and Atomic structure as the least and mastered topics, respectively in the test. A mean of 23.10 was a result for the test in Verbal Analogical reason

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Ye, Li, Jack F. Eichler, Alex Gilewski, et al. "The impact of coupling assessments on conceptual understanding and connection-making in chemical equilibrium and acid–base chemistry." Chemistry Education Research and Practice 21, no. 3 (2020): 1000–1012. http://dx.doi.org/10.1039/d0rp00038h.

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Science educators have developed a variety of assessment techniques to help students connect their scientific knowledge and bridge conceptual gaps. In chemistry, concept maps and creative exercises are the two notable assessments that have been implemented into multiple chemistry courses and indicated promising effects on students’ conceptual learning and connection-making between chemistry concepts. These two assessment techniques were usually implemented individually in research studies. Herein, we employed a quasi-experimental, mixed-methods approach to explore whether combining concept map

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Andayani, Yayuk, Hasnawati Hasnawati, and Saprizal Hadisaputra. "Analysis of Pre-service Teacher’s Understanding Chemical Concept In Project Based Learnig Based On Critical Thinking Disposition." Jurnal Pijar Mipa 16, no. 1 (2021): 13. http://dx.doi.org/10.29303/jpm.v16i1.1350.

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This research is an Ex Post Facto research aims to analyze understanding of concept pre-service teacher’s that learns using project based learning (PjBL) based on critical thinking disposition (CTD). The research subject is chemistry pre-service teacher’s, Mataram University whose programmed Physics Chemistry 3 Course.. The variables consist of attribute variable are PjBL and CTD and dependent variable is understanding of concept. CTD data obtained through critical thinking disposition instrumen and content knowledge data obtained through multiple choice three tier test. The results of the ana

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Andayani, Yayuk, Hasnawati Hasnawati, and Saprizal Hadisaputra. "Analysis of Pre-service Teacher’s Understanding Chemical Concept In Project Based Learnig Based On Critical Thinking Disposition." Jurnal Pijar Mipa 16, no. 1 (2021): 13. http://dx.doi.org/10.29303/jpm.v16i1.1350.

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This research is an Ex Post Facto research aims to analyze understanding of concept pre-service teacher’s that learns using project based learning (PjBL) based on critical thinking disposition (CTD). The research subject is chemistry pre-service teacher’s, Mataram University whose programmed Physics Chemistry 3 Course.. The variables consist of attribute variable are PjBL and CTD and dependent variable is understanding of concept. CTD data obtained through critical thinking disposition instrumen and content knowledge data obtained through multiple choice three tier test. The results of the ana

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Awaliyah, Nurdianti, Habiddin Habiddin, Sumari Sumari, Yahmin Yahmin, and Munzil Munzil. "The profile of chemistry students pedagogical knowledge, chemical knowledge, and entrepreneurial knowledge." Multidisciplinary Reviews 8, no. 10 (2025): 2025340. https://doi.org/10.31893/multirev.2025340.

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Educational systems worldwide have realised the essential role of students’ soft skills to survive and compete in this 21st century. Possessing a diverse skill set is crucial for achieving success in this highly competitive era, and cultivating students' entrepreneurial abilities is an essential goal of any education program in universities globally, along with their strong understanding of their field, including chemistry. Chemistry teaching does not only aim to promote students' understanding of chemistry. Rather, the teaching is also designed to teach students 21st-century skills. Therefore

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Mecida, Sherry V., Krisna Rika O. Barron, Henry II E. Lemana, et al. "Contextual Effects of Video Tutorials on The Academic Performance of STEM 12 Students." Universal Journal of Educational Research 2, no. 2 (2023): 86–98. https://doi.org/10.5281/zenodo.7947844.

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<em>As schools publicly modernize in response to societal changes, additional teaching and learning methods are developed, observed, and used since learners have different learning styles that make it easier for them to grasp and retain the material. During the COVID-19 pandemic, teachers require different media to keep the classroom involved while presenting the lesson materials online, one of which is video tutorials. The purpose of this study was to analyze the extent of contextual effects of video tutorials used in general chemistry, determine the relationship between video tutorial effect

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Setiawan, Nur Candra Eka, and Putri Ridha Ilahi. "Identification of Misconceptions in Chemical Bonding Materials Using Three Tier Diagnostic Test." Journal of Natural Science and Integration 5, no. 1 (2022): 77. http://dx.doi.org/10.24014/jnsi.v5i1.16860.

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Chemistry learning focuses on understanding concepts, thus students who get difficulty understanding the concepts of chemistry learning will experience conceptual mistakes, especially abstract concepts such as chemical bonds. Students' difficulty understanding the material of chemical bonds can occur due to misconceptions. The misconceptions will hinder the construction and assimilation of new knowledge in students and thus students will experience difficulties in learning chemistry. To address such issue, an instrument for detecting misconceptions in chemistry is necessary to find out the mis

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Šlekienė, Violeta, and Vincentas Lamanauskas. "SYSTEMATIC INTEGRATION OF THE CONTENT OF "MOVEMENT" CONCEPT AS ONE OF THE APPROACHES TO COMPREHENSIVE NATURAL SCIENCES EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 16, no. 1 (2019): 43–53. http://dx.doi.org/10.48127/gu-nse/19.16.43.

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The basis of each subject is a system of interrelated scientific concepts, from which the quality of the students' knowledge and understanding of the subject matter depends. It is not possible to achieve a level of understanding in natural science education if learning was not systematic. The content of many natural science concepts is so complex that it is impossible to disclose it in one lesson or even in one topic. The content of the concept is disclosed gradually, in parts, by establishing relationships with other concepts, linking them to a system of scientific concepts. Such concepts are

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Aguiar, Joana G., and Paulo R. M. Correia. "Using concept maps as instructional materials to foster the understanding of the atomic model and matter–energy interaction." Chemistry Education Research and Practice 17, no. 4 (2016): 756–65. http://dx.doi.org/10.1039/c6rp00069j.

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In this paper, we explore the use of concept maps (Cmaps) as instructional materials prepared by teachers, to foster the understanding of chemistry. We choose fireworks as a macroscopic event to teach basic chemical principles related to the Bohr atomic model and matter–energy interaction. During teachers' Cmap navigation, students can experience a sense of disorientation, which is detrimental to the learning process. Two graphical cues were tested as Cmap navigation guidance: (1) colour-coded concepts, to group similar content and (2) numbered propositions to offer a reading sequence. A quasi

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Michalisková, Renáta, and Miroslav Prokša. "The Level of Mastery of the Concept of Chemical Reaction Rate by 9th Grade Students." Chemistry-Didactics-Ecology-Metrology 23, no. 1-2 (2018): 81–95. http://dx.doi.org/10.1515/cdem-2018-0005.

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Abstract In this paper, we focused on the results of research, which we have conducted to ascertain the knowledge of Slovak students who have just finished their lower secondary education concerning the topic of chemical reaction rate. The study was attended by a total of 320 15-year-old graduates of basic chemistry education belonged to several schools. Students’ knowledge was found through didactic test consisted of 1 item related to clustering and several two-level tasks. The results were analyzed in terms of deeper insight into the students’ understanding of the issue and students’ misconc

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Slominski, Tara N., Jennifer L. Momsen, and Lisa M. Montplaisir. "Drawing on student knowledge of neuroanatomy and neurophysiology." Advances in Physiology Education 41, no. 2 (2017): 212–21. http://dx.doi.org/10.1152/advan.00129.2016.

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Drawings are an underutilized assessment format in Human Anatomy and Physiology (HA&P), despite their potential to reveal student content understanding and alternative conceptions. This study used student-generated drawings to explore student knowledge in a HA&P course. The drawing tasks in this study focused on chemical synapses between neurons, an abstract concept in HA&P. Using two preinstruction drawing tasks, students were asked to depict synaptic transmission and summation. In response to the first drawing task, 20% of students ( n = 352) created accurate representations of n

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Mhlongo, Thabo, and Thomas Dipogiso Sedumedi. "Problems with Periodic Table Theory-Praxis in Chemistry Topics Teaching." Indonesian Journal of Science and Mathematics Education 6, no. 2 (2023): 192–205. http://dx.doi.org/10.24042/ijsme.v6i2.16987.

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The two main chemical concepts that are the subject of this investigation are chemical bonds and related reactions. This research examines how the periodic table concept can help teachers improve science teaching. To help students understand the contents of the periodic table and the helpful information its settings provide students. This study looks at how teachers use the periodic table in class. The study focused on schools as a single case and adopted a qualitative methodological approach. Two physics teachers participated. It was found that according to teachers, the periodic table may im

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Mai, Yuhua, Yangyi Qian, Haihang Lan, and Linshen Li. "STUDENTS’ CONCEPT ORGANISATION REGARDING CHEMICAL EQUILIBRIUM IN UPPER-SECONDARY EDUCATION: BASED ON REACTION TIME TECHNIQUE." Journal of Baltic Science Education 20, no. 3 (2021): 443–55. http://dx.doi.org/10.33225/jbse/21.20.443.

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Chemical equilibrium is so important domain knowledge in chemistry that the corresponding organisation of concepts in students has been an interesting but unsolved issue. A deeper understanding of how students organise the relevant concepts in long-term memory is beneficial to develop more targeted teaching practices. This research utilized the reaction time technique as a new approach to exploring upper-secondary school students’ organisation of concepts regarding chemical equilibrium. A category judgment task involving 247 Chinese twelfth-grade students from two upper-secondary schools was c

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Suteno, Ivani Kusnadi, Lukman Abdul Rauf Laliyo*, Hendri Iyabu, and Romario Abdullah. "Mengevaluasi Level Pemahaman Konsep Hidrolisis Garam Peserta Didik Menggunakan Tes Diagnostik Pilihan Ganda Empat Tingkat." Jurnal Pendidikan Sains Indonesia 9, no. 3 (2021): 482–97. http://dx.doi.org/10.24815/jpsi.v9i3.20543.

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The ability of students to understand and use concepts is the main key in scientifically explaining various chemical phenomena in nature. This ability develops relatively, often with the development of the learner level. This study aims to understand the level of understanding of the concept of salt hydrolysis of class XI high school students and chemistry students in the I, II, III and IV years and non-chemistry students with a total sample of 875 respondents. The instrument used in this study was a four-level multiple choice test. This diagnostic test combines the measurement of knowledge an

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Widhiyanti, Tuszie, Sisca Dwi Luviani, Wiji Wiji, and Sri Mulyani. "Revealing Preservice Teachers’ Conceptions, Troublesome Knowledge and Threshold Concept of Chemical Equilibrium through Predict Observe Explain Mental Model Diagnostic Test (POE-MMDT)." Asia Pacific Journal of Educators and Education 37, no. 2 (2022): 31–50. http://dx.doi.org/10.21315/apjee2022.37.2.3.

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The purpose of this study is to reveal preservice teacher’ conception of chemical equilibrium concepts which then were further analysed to identify the troublesome knowledge and threshold concept of chemical equilibrium. The participants of this study were 68 preservice chemistry teachers from one of the Teacher Education Institutions in Bandung, Indonesia. Using the descriptive-qualitative design, this research uses a predict-observe-explain mental model diagnostic test consisting of four main questions related to the phenomenon equilibrium process of the decomposition of N2O4 to become NO2.

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Przhilenskiy, V. I. "The Idea of Law in the Context of Technosocial Systems Evolution." Actual Problems of Russian Law 17, no. 8 (2022): 11–19. http://dx.doi.org/10.17803/1994-1471.2022.141.8.011-019.

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The paper is devoted to the prospects of transformation of the idea and concept of law as a result of technosocial systems development. The author reconstructs genesis and evolution of technosocial systems and substantiates the thesis about connection between these systems and the prospects of understanding the nature and meaning of law. The paper analyzes the latest developments of management theorists, sociologists and philosophers that reveal new contours of the nature-society system and theoretical and legal significance of conclusions to which they lead. The author pays special attention

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Dhindsa, Harkirat S., and David F. Treagust. "Prospective pedagogy for teaching chemical bonding for smart and sustainable learning." Chem. Educ. Res. Pract. 15, no. 4 (2014): 435–46. http://dx.doi.org/10.1039/c4rp00059e.

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As an important subject in the curriculum, many students find chemistry concepts difficult to learn and understand. Chemical bonding especially is important in understanding the compositions of chemical compounds and related concepts and research has shown that students struggle with this concept. In this theoretical paper based on analysis of relevant science education research, textbooks, and our classroom observations and teaching experiences, the authors argue that the difficulty in learning chemical bonding concepts is associated with the sequence (ionic, covalent and polar covalent bondi

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Eikeseth, Unni, and Kristin Elisabeth Haugstad. "“I call it frost.” Features of scientific social language during inquiry-based learning on the particulate nature of matter." Nordic Studies in Science Education 17, no. 2 (2021): 152–66. http://dx.doi.org/10.5617/nordina.7109.

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The particulate nature of matter (PNM) is central to learning science and is a difficult concept for both children and adults. The purpose of this study is to examine how teaching materials from an integrated science and literacy curriculum on the PNM affects communication between pre-service teachers. We were especially interested in examining communication during an activity phase and whether and how participants used PNM models. The interactions between participants were recorded with headcams and analysed using a framework developed by Mortimer and Scott in 2003. The findings revealed that

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Karonen, Maarit, Mari Murtonen, Ilona Södervik, Marianna Manninen, and Mikko Salomäki. "Heuristics Hindering the Development of Understanding of Molecular Structures in University Level Chemistry Education: The Lewis Structure as an Example." Education Sciences 11, no. 6 (2021): 258. http://dx.doi.org/10.3390/educsci11060258.

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Understanding chemical models can be challenging for many university students studying chemistry. This study analysed students’ understanding of molecular structures using the Lewis structure as a model, and examined what hinders their understanding. We conducted pre- and post-tests to analyse students’ conceptions and changes in them. The measures contained multiple-choice questions and drawing tasks testing their understanding of concepts, such as polarity, geometry, charge or formal charge and expanded octet. The pre-test revealed a lack of knowledge and several misconceptions in students’

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Riyana, Minuk, Hariani Fitrianti, Tini Adiatma, Dharma Gyta Sari Harahap, Siti Nurjanah Potabuga, and Helen Parkhurst. "Literary study of playing activities to increase the mathematical geometric shapes concept understanding for early childhood students." Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini 5, no. 2 (2022): 150–58. http://dx.doi.org/10.24042/ajipaud.v5i2.14108.

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The background of this study is that learning mathematics in terms of geometry is crucial to introduce to early childhood, and many teachers are still unaware of what activities might boost knowledge of geometric shapes. So, this study aimed to learn about playing activities that can develop an understanding of the concept of mathematical geometric shapes in early childhood. The method employed is a qualitative approach with library research where the data source is secondary data from published research journals. Using labyrinth geometry playing activities, finger painting playing activities,

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Aniruddha, Chakraborty, Chand Brojogopal, and Chandra Mondal Bhim. "Misconceptions in chemical bonding and its remedial measure through constructivist strategies." Journal of Indian Chemical Society Vol. 90, Aug 2013 (2013): 1269–72. https://doi.org/10.5281/zenodo.5788402.

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Union Christian Training College, Berhampore, Murshidabad, West Bengal, India Education College, Basantapur, Dumkal, Murshidabad, West Bengal, India Sponsored Teachers' Training College, Purulia-723 101, West Bengal, India <em>E-mail</em> : bhimsttc@gmail.com <em>Manuscript received online 05 June 2012, accepted 09 September 2012</em> Science educators have agreed that understanding of chemical bonding is the basis of chemistry education. In this field, many articles dealing with the problem of learning difficulties of students in the concept of mole, chemical equilibrium, solutions, elect

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Naz, Zarnab, and Irem Mushtaq. "CONCEPTUAL DIFFICULTIES OF SECONDARY SCHOOL STUDENTS IN UNDERSTANDING ACID-BASE CHEMISTRY." Pakistan Journal of Social Research 04, no. 01 (2022): 422–28. http://dx.doi.org/10.52567/pjsr.v4i1.666.

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The dissemination of scientific knowledge has enormous transformative potential. As a result, a nation's progress and growth can't get off the ground without a solid foundation in scientific literacy. From this perspective, the education of science is crucial to cultivating a scientific worldview and boosting students' scientific knowledge. The motivation for this study stems from researchers' previous observations of secondary school students' conceptual difficulties in acid-base chemistry. The study used a descriptive, quantitative research approach to investigate common misconceptions about

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Dejene, Kassahun, and Woldie Belachew. "Topic-Specific Pedagogical Content Knowledge-Based Instruction and Level of Conceptual Understanding of Chemical Kinetics and Equilibrium concepts on Grade 11 Students." Science Education International 34, no. 2 (2023): 96–108. http://dx.doi.org/10.33828/sei.v34.i2.3.

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The goal of this study was to assess students’ level of conceptual understanding of chemical kinetics and equilibrium using topic-specific pedagogical content knowledge (TSPCK)-based instruction in chemistry grade 11 students. The research was a mixed approach that involved 159 grade 11 chemistry class students from Addis Ababa administrative city, Ethiopia, and employed a mixture of qualitative and quantitative methodologies. Purposive sampling was used for the sample procedure and four intact classes were selected as three intervention groups and one control group: curricular saliency-based,

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Rizman Herga, Nataša, Saša A. Glažar, and Dejan Dinevski. "DYNAMIC VISUALIZATION IN THE VIRTUAL LABORATORY ENHANCES THE FUNDAMENTAL UNDERSTANDING OF CHEMICAL CONCEPTS." Journal of Baltic Science Education 14, no. 3 (2015): 351–65. http://dx.doi.org/10.33225/jbse/15.14.351.

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In natural science education it is important that the macroscopic, submicroscopic and symbolic levels are interconnected in a student’s mind. Primary school children have the greatest difficulty in understanding the sub-microscopic, which is outside their experiential framework. This research examines the classroom application of the virtual laboratory in integrating macroscopic, submicroscopic and symbolic aspects of chemistry. Pupils of the seventh grade, aged between 12 and 13 years (N = 225), participated in the didactic experiment that was conducted in ten primary schools in Slovenia. The

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Rizqiyah, Ifsantin Silma, Suyatno Sutoyo, and Leny Yuanita. "Conception Profile of Students in Class XI.1 Science on Chemical Equilibrium Materials with Pogil Learning Model to Reduce Misconception." Volume 5 - 2020, Issue 9 - September 5, no. 9 (2020): 681–87. http://dx.doi.org/10.38124/ijisrt20sep294.

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Misconceptions can be caused due to a person's low understanding of a concept, as a result it will influence a person in understanding and connecting between existing knowledge principles. Several studies were conducted to find out what strategies can be used to reduce student misconceptions, especially in chemistry lessons. The purpose of this study is to describe the concept profile of students after using the POGIL learning model to reduce student misconceptions. The subjects in this study were students of class XI.1 Science who had received chemistry learning about chemical equilibrium. Th

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Sibananda, Sana, and Chandan Adhikary Dr. "MICRO AND MACRO LEVEL PHENOMENA IN CHEMISTRY: LEARNING DIFFICULTIES, DEFICIENCIES AND REMEDIAL MEASURES." International Journal of Current Research and Modern Education 2, no. 1 (2017): 197–201. https://doi.org/10.5281/zenodo.810129.

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It is a well experienced and well transmitted belief that chemistry is a difficult subject. This subject is not well accepted to all the learning communities concerned. Chemistry as a discipline comprises of so many facts, symbols, structures and reactivity of matter and energy. In this sense understanding of chemical phenomena is not an easy task. On the other hand misconceptions on the part of the chemistry teachers and improper delivery of the content materials to the learners has made the subject tougher one. In this investigation we are to explore the probable causes of learning difficult

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Wolfson, Adele J., Susan L. Rowland, Gwendolyn A. Lawrie, and Anthony H. Wright. "Student conceptions about energy transformations: progression from general chemistry to biochemistry." Chem. Educ. Res. Pract. 15, no. 2 (2014): 168–83. http://dx.doi.org/10.1039/c3rp00132f.

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Students commencing studies in biochemistry must transfer and build on concepts they learned in chemistry and biology classes. It is well established, however, that students have difficulties in transferring critical concepts from general chemistry courses; one key concept is “energy.” Most previous work on students' conception of energy has focused on their understanding of energy in the context of physics (including the idea of “work”) and/or their understanding of energy in classical physical and inorganic chemistry contexts (particularly Gibbs Free Energy changes, the second law of thermod

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Bawden, David, and Lyn Robinson. "‘An intensity around information’: the changing face of chemical information literacy." Journal of Information Science 43, no. 1 (2016): 17–24. http://dx.doi.org/10.1177/0165551515616919.

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The changing nature of chemical information literacy over 50 years is examined by a comparison of a number of guides to chemical literature and information. It is concluded that: an understanding of the world of information is the sole aspect to have remained important and essentially unchanged over time; that knowledge of sources, ability to access information and ability to organize information have been of importance throughout, but have changed their nature dramatically; and that evaluation of information has gained in importance since the advent of the World Wide Web. The link between che

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Watts, Kelly. "Ototoxicity: Visualized in Concept Maps." Seminars in Hearing 40, no. 02 (2019): 177–87. http://dx.doi.org/10.1055/s-0039-1684046.

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AbstractOtotoxicity refers to the damage to structures and function of the auditory-vestibular system caused by exogenous agents such as pharmaceuticals, chemicals, and ionizing radiation. There are many potentially ototoxic substances. For example, depending on how ototoxicity is defined, there are 200 to 600 medications that can cause damage to hearing and/or balance. Ototoxicity encompasses cochleotoxicity, vestibulotoxicity, and neurotoxicity. A variety of professional disciplines are involved in determining causation, prevention, and management of ototoxic effects. Research to identify an

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Шиян, Н. І., та О. О. Титаренко. "ІНТЕГРАЦІЙНИЙ ПІДХІД У ФОРМУВАННІ ФУНКЦІОНАЛЬНИХ ЗНАНЬ ЗАСОБАМИ ДОСЛІДНИЦЬКОЇ ДІЯЛЬНОСТІ ПРИ ВИВЧЕННІ ДИСЦИПЛІН ХІМІЧНОГО СПРЯМУВАННЯ". Scientific notes of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University Section Theory and methods of teaching natural sciences, № 8 (5 травня 2025): 100–107. https://doi.org/10.31652/2786-5754-2025-8-100-107.

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The article provides a theoretical analysis of the integration approach to the formation of functional knowledge in the process of research study of chemical disciplines. The concept of "functional knowledge" is considered as a multilevel integrated formation that combines cognitive concepts, operational skills and reflective-value attitudes, ensuring their mobility in new educational, interdisciplinary and professional contexts. It is emphasized that functional knowledge differs from declarative and procedural knowledge in a high level of integration, contextuality and transferability. It is

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Kumar, Sandeep. "Remediation of Chemical Bonding Misconception through Conceptual Change Text." Edumania-An International Multidisciplinary Journal 02, no. 03 (2024): 63–73. http://dx.doi.org/10.59231/edumania/9056.

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The study was conducted to explore the impact of conceptual change texts integrated instruction on 10th class students’ understanding of chemical bonding concepts. It mainly aimed to investigate how conceptual change texts stimulate students’ prior knowledge, identifying misconceptions, and to help them to understand the chemical bonding concepts by using analogies, explanations, and examples. In conceptual changes text, analogies were used to deal with students’ misconceptions. The results analysis revealed that conceptual change texts-oriented instructions have a positive impact on students’

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Owusu, Michael, Humphrey Assem, Theophilus Ossei-Anto, and Frank Ansah. "Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana." Higher Education Research 9, no. 5 (2024): 116–30. http://dx.doi.org/10.11648/j.her.20240905.14.

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This study investigates challenges in understanding the mole concept among pre-service teachers in Ghanaian Colleges of Education. Chemistry education is fundamental for fields such as medicine and engineering, yet students often face difficulties due to inadequate foundational knowledge and ineffective teaching methods. The mole concept is crucial for grasping various chemical phenomena, but its complexity frequently results in significant learning challenges. This study employs a mixed-method explanatory design, combining quantitative diagnostic tests and qualitative interviews with 1,211 pr

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Oktiawan, Wiharyanto, Mochtar Hadiwodo, and Purwono Purwono. "Enhancement Student Understanding Through The Development Of Lab Module Based On Constructivistic." International Journal of Engineering Education 1, no. 1 (2019): 41–45. http://dx.doi.org/10.14710/ijee.1.1.41-45.

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Experimental focuses learning on developing the skills of student in the process of knowledge, discover and develop their own fact, concept, and values required. The way to make it is by doing modification to the practical guidance module had been given. Nowadays, practical guidance tend to emphasize on the explanation, so its use both practical and follow the path that has been presented. The practical guidance module should be modified based on constructivism. The module is an experimental guidance to environmental laboratory subject. The test material consists of water and wastewater sample

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Barclay, Meg, and Richard Willis. "PROFESSIONAL BOOK REVIEWS." Early Years Educator 24, no. 6 (2024): 40–41. http://dx.doi.org/10.12968/eyed.2024.24.6.40.

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Richard Willis, visiting professor at the University of South Wales, reviews a book which argues for the increased incorporation of slow pedagogies and slow knowledge in early childhood education and care (ECEC). The title won the Professional Book of the Year at the Nursery World Awards 2023. Meg Barclay, educational consultant and early years reviewer for the School Library Association reviews picture books which help support young readers' understanding of different emotions, the natural world and the concept of maps.

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Ribič, Luka, Iztok Devetak, and Miha Slapničar. "Assessing 15-year-olds’ Understanding of Chemical Concepts in the Context of the Lithosphere and Pedosphere." Acta Chimica Slovenica 71, no. 1 (2024): 84–90. http://dx.doi.org/10.17344/acsi.2024.8610.

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The aim of this study was to determine the understanding of environmental chemistry content related to lithosphere and pedosphere, such as soil and soil types, soil horizons, rock and rock types, weathering, minerals, coal, and soil erosion, and to investigate misconceptions among 9th grade lower secondary school students. 503 students (254 male and 249 female) from 14 different primary schools and 8 different regions of Slovenia participated in this study. A three-tier achievement test (with 10 three-tier tasks to identify misconceptions) was used to collect the data. The results how that the

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D.B., Jabborova. "TEACHING STUDENTS ABOUT GENETIC CONNECTIONS IN SCHOOL EDUCATION IS THE MAIN ELEMENTS OF SCIENTIFIC KNOWLEDGE." MODELS AND METHODS IN MODERN SCIENCE 2, no. 11 (2023): 87–91. https://doi.org/10.5281/zenodo.8431490.

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Appropriate formation of scientific concepts in school education, while teaching students about genetic connections are the main elements of scientific knowledge. As a result of the formation of knowledge about the environment to students with the help of chemical experiments, they will have a conscious understanding.

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Drobnik, Jacek. "Początki naukowej toksykologii roślin i jej wpływ na narodziny koncepcji drobnoustrojowego pochodzenia chorób." Medycyna Nowożytna 30, Suplement I (2024): 217–64. http://dx.doi.org/10.4467/12311960mn.24.019.20012.

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This work shows the birth of the concept of the microbial origin of disease in the 19th century, as influenced by earlier advances in the knowledge of drugs and poisons. It attempts to understand the essence of ancient medical theories (about miasmas, contagions, hospital infections, venoms of infectious diseases) by understanding the dosage forms of old anti-plague remedies and prophylactic behaviours. The ancient term miasma represented a pathogenic gas. It was considered a chemical poison and called aër, vapor or halitus in the 18th-century toxicology. Such a nature demanded to admit that g

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Asri Hanifah Ambarwati, Hurul Aini, Nasywaa Syahra Putri, and Nazwa Karin Fadillah. "Analisis Literasi Kimia: Pentingnya Pemahaman Konsep Kimia di Sekolah Menengah." Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika 2, no. 1 (2023): 165–74. http://dx.doi.org/10.61132/arjuna.v2i1.474.

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Developing scientific literacy in students is the main objective of any reform in science education. Scientific literacy is one of the most significant competencies of the 21st century. One problem with science education in Indonesia is that students fail to give enough attention to the knowledge that has already been taught, which results in a lack of scientific comprehension. By observing how the student responded to the student's collaboration abilities during their chemical studies from the viewpoint of the chemical literacy teacher, the study was trying to figure out how well second-year

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Feronika, Tonih. "PEDAGOGICAL CONTENT KNOWLEDGE PROFILE OF PROSPECTIVE CHEMISTRY TEACHER." EDUSAINS 10, no. 2 (2018): 175–84. http://dx.doi.org/10.15408/es.v10i2.6435.

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PROFIL PEDAGOGICAL CONTENT KNOWLEDGE CALON GURU KIMIAAbstractIn 2013 Dilek Karışan and Ayşe Şenay conducted experiments to investigate the Pedagogical Content Knowledge (PCK) of science teachers from Turkey that resulted in good teacher involvement determining the optimal formation of Content Knowledge in curriculum achievement, knowledge improvement and students are ready to learn. Chemical Education Study Program of UIN Syarif Hidayatullah Jakarta, Chemistry teacher who must have pedagogic and professional competence, to get concrete information from student's competence as the basis for dev

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Nurlaila, Nurlaila, Nukhak Nufita Sari, Ronny Mulyawan, Hikma Ellya, Rila Rahma Apriani, and Said Muhammad Saman. "Pengenalan Konsep Buffer Zone di Desa Teluk Sinar, Kabupaten Hulu Sungai Utara." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 8, no. 1 (2023): 7–13. http://dx.doi.org/10.33084/pengabdianmu.v8i1.4219.

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A buffer zone is an area designated to protect a conservation area from being disturbed by the surrounding environment. The concept of a buffer zone can be adopted to protect an area or land from contamination by factories, household, and agricultural waste. Teluk Sinar Village is a village located in a freshwater swamp area where there are mines around this area. Further, agricultural practices in the area still use chemicals that leave residues and can pollute the environment, including water pollution. The problem partner is the low level of knowledge about the impact of water pollution on

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Maknun, Johar, M. S. Barliana, Diah Cahyani, Nanang Dalil H., and Asnul Dahar Minghat. "Evaluation of Vocational School (SMK) Students’ Environmental Literacy." International Journal of Engineering & Technology 7, no. 4.33 (2018): 178. http://dx.doi.org/10.14419/ijet.v7i4.33.23554.

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This research evaluates the level of environmental literacy of vocational students. The research method used is evaluative descriptive research method. The instrument used is the Environmental Literacy Test. The component of environmental literacy consists of environmental knowledge, attitudes, and "actions" or responsible behavior for the environment. Mastery of the environmental concept of vocational students is based on the achievement of environmental literacy in terms of knowledge and environmental understanding which consists of 8 indicators, i.e.: energy, pollution and contamination, fo

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Yonata, Bertha, Suyono, and Utiya Azizah. "Sparking Deeper Understanding: The Impact of Individual Argumentation on Student Understanding in Chemical Kinetic to Support SDG-4 Quality Education." Journal of Lifestyle and SDGs Review 5, no. 1 (2024): e03063. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n01.pe03063.

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Objectives: This study explored the individual argumentation activities to improve students’ understanding of chemical kinetics. This study support one of the indicators of SDG-4 that is ensuring all students achieve the knowledge and skills needed to drive sustainable development. Theoretical Framework: Argumentation is one of several activities using higher ordert thinking skills. Students were engaged in an independent activity that encouraged them to develop arguments related to chemical kinetics concepts using an independent argumentation worksheet. Method: Nineety-six students participat

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Bärtsch, Amadeus, and Lorenz Marti. "Alles richtig – nichts verstanden?" CHIMIA 77, no. 10 (2023): 672–75. http://dx.doi.org/10.2533/chimia.2023.672.

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This article presents ideas from our educational practice in chemistry teaching, focusing on understanding rather than just learning by heart. We recommend always asking students to justify statements, to use chemical formulae as a starting point and aid to reasoning, and to require as little factual knowledge as possible. Because tasks with calculations, formulae and reaction equations can be solved in a recipe-like manner, they should be supplemented with comprehension questions. If students describe processes with sketches at model level and formulate explanations in their own words, it bec

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Aliyu, Hassan, Yasheni Raman, and Corrienna Abdul Talib. "Enhancing Cognitive Development in Learning Chemical Symbol and Periodicity through Instructional Game." International Journal of Asian Education 2, no. 3 (2021): 285–95. http://dx.doi.org/10.46966/ijae.v2i3.115.

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A digital instructional game with embedded multimedia was believed not limited to allowing the learner to visualize chemistry concepts while playing but enable them to collect relevant information that connects the understanding of the other. The subject was described as a core science area with multiple macroscopic, submicroscopic, and symbolic representations. Thus, the study intended to investigate the effectiveness of the instructional game in enhancing students' cognitive development in learning chemical symbols and periodicity of elements. An instructional tool called "Symperiod Board Ga

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Becker, Manuel, and Martin Hopf. "The Energy Field Approach." Journal of Physics: Conference Series 2750, no. 1 (2024): 012003. http://dx.doi.org/10.1088/1742-6596/2750/1/012003.

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Abstract Energy is an important crosscutting concept across middle and high school grades. However, studies show that students struggle understanding this concept. To address this problem, we started a design-based research project called “the energy field approach” (EFA). This project develops a teaching learning sequence (TLS) for high schools (grades 10-12). The design follows the model of educational reconstruction and builds on a clarification of the scientific content as well as on knowledge about students’ conceptions and misconceptions on the relevant topic. The result is a teaching co

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