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Journal articles on the topic 'Secondary Chemistry Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Venable, F. P. "Chemistry in Secondary Schools." Journal of Education 52, no. 6 (1990): 102. http://dx.doi.org/10.1177/002205749005200607.

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Landa, Ilse, Hanna Westbroek, Fred Janssen, Jacqueline van Muijlwijk, and Martijn Meeter. "Scientific Perspectivism in Secondary-School Chemistry Education." Science & Education 29, no. 5 (2020): 1361–88. http://dx.doi.org/10.1007/s11191-020-00145-3.

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Abstract The importance of learning chemical ways of thinking is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical thinking. However, very few studies have focused on how chemical ways of thinking can be defined. To elaborate chemical ways of thinking, this paper draws on scientific perspectivism (Giere 2010; Wimsatt 2007; Thagard 2012). Scientific perspectivism states that, within each general domain, several broadly accepted theoretical models exist side by side. These general theoretical models, or theoretical perspectives, determine

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Kraska, Thomas. "Mathematical Modeling in Secondary Chemistry Education: Chromatography." World Journal of Chemical Education 8, no. 3 (2020): 114–21. http://dx.doi.org/10.12691/wjce-8-3-3.

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Nikula, Antti. "Workshop: iPads in Upper Secondary School Chemistry Education." Lumat: International Journal of Math, Science and Technology Education 2, no. 2 (2014): 135–39. http://dx.doi.org/10.31129/lumat.v2i2.1063.

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At the workshop arranged at the National Days of Chemical Education the participants had an opportunity to try out various Ipad apps and methods for utilizing them in chemistry education. The themes were based on the apps used during chemistry teacher education course arranged by the department of chemistry and methods developed on the teacher training school at the University of Jyväskylä. The apps used included Socrative Student, Google Drive, Graphical Analysis, ChemDoodle ja QR-reader. Out of these Socratice, which collects students answers to questions created by the teacher, was consider

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Cousins, Andrew. "Gender Inclusivity in Secondary Chemistry: A study of male and female participation in secondary school chemistry." International Journal of Science Education 29, no. 6 (2007): 711–30. http://dx.doi.org/10.1080/09500690600823508.

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Telenius, Marko. "Virtual Laboratory Environments in Chemistry Education." Lumat: International Journal of Math, Science and Technology Education 2, no. 2 (2014): 125–30. http://dx.doi.org/10.31129/lumat.v2i2.1061.

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Various virtual laboratory environments have been developed during recent years, but upper-secondary school chemistry education has been missing a clear need for using them. The current reform of the upper secondary-school frame curriculum and the matriculation examination require upper secondary schools to increase the use of information and communication technologies. Virtual laboratory environments are ideally suited for this as they are affordable, interactive, free from the restraints of classroom space and time, as well as able to visualize difficult concepts in concrete ways. Simulation

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Zejnilagić-Hajrić, Meliha, and Ines Nuić. "Chemistry Education in Bosnia and Herzegovina." Center for Educational Policy Studies Journal 10, no. 1 (2020): 83–101. http://dx.doi.org/10.26529/cepsj.715.

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In this paper, the education system in Bosnia and Herzegovina is presented in the light of current state-level legislation, with an emphasis on chemistry education at the primary, secondary and tertiary level. The consequences of the last war in our country still persist and are visible in many aspects of everyday life, including the education system, thus limiting the efforts of education professionals to follow international trends in education. There are three valid curricula for primary education at the national level, each of which differs in the national group of school subjects. Teachin

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Vojíř, Karel, and Martin Rusek. "PREFERRED CHEMISTRY CURRICULUM PERSPECTIVE: TEACHERS’ PERCEPTION OF LOWER-SECONDARY SCHOOL TEXTBOOKS." Journal of Baltic Science Education 20, no. 2 (2021): 316–31. http://dx.doi.org/10.33225/jbse/21.20.316.

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The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals’ point of view, it is necessary to pay attention to the teachers’ textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and

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Spoelstra, B. "Education-oriented Physics-Chemistry for Universities." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 4, no. 3 (1985): 98–103. http://dx.doi.org/10.4102/satnt.v4i3.1038.

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The shortage of well-qualified Science teachers is discussed, and possible contributing factors are mentioned. The need for an education-oriented university education in Physics and Chemistry, parallel to the existing courses in Physics and Chemistry, is justified. At the University of Zululand a subject called “Physical Science” (“Natuurwetenskap”) was established, bearing in mind the specific requirements of a teaching career in Physical Science at secondary level. “Physical Science” is offered at second and third year level and the syllabus covers equal amounts of Chemistry and Physics. A l

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A, Omiko,. "Using of Inclusive Education to Enhance the Teaching of Chemistry to the Visually Impaired Students in Secondary Schools." International journal of Emerging Trends in Science and Technology 04, no. 05 (2017): 5148–56. http://dx.doi.org/10.18535/ijetst/v4i5.03.

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11

Montes, L. H., R. A. Ferreira, and C. Rodríguez. "Explaining secondary school students’ attitudes towards chemistry in Chile." Chemistry Education Research and Practice 19, no. 2 (2018): 533–42. http://dx.doi.org/10.1039/c8rp00003d.

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Research into attitudes towards chemistry in Latin America and indeed towards science in general is very limited. The present study aimed to adapt and validate a shortened version of Bauer's Attitude toward the Subject of Chemistry Inventory version 2 (ASCIv2) for use in a Latin American context. It also explored attitudes towards chemistry of Chilean secondary school students, and assessed the effect of school type, year group, gender, and chemistry achievement on both cognitive and affective dimensions. The participants were 523 secondary school students from public, private subsidised, and

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Tsaparlis, Georgios. "First and second thoughts about teaching secondary chemistry." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (2015): 371–80. http://dx.doi.org/10.31129/lumat.v3i3.1035.

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This paper selectively reviews both early and more recent work by the author on the teaching of chemistry at secondary level. The purpose is twofold: (i) to review the proposals, their features, and the research behind them, (ii) to emphasize the strength over time of the work presented, but also the need for constant revision. The reviewed topics for lower secondary education (7th-9th grades) include: a revised curriculum (1984); a study of Greek students’ contextual chemistry knowledge (1987); an updated proposal about the curriculum (2001); an integrated physics and chemistry program for th

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Rusek, Martin, Vlastimil Chytrý, and Linda Honskusová. "THE EFFECT OF LOWER-SECONDARY CHEMISTRY EDUCATION: STUDENTS’ UNDERSTANDING TO THE NATURE OF CHEMISTRY AND THEIR ATTITUDES." Journal of Baltic Science Education 18, no. 2 (2019): 286–99. http://dx.doi.org/10.33225/jbse/19.18.286.

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This research follows the previous study examining the effect of chemistry education on students’ perception and understanding to the nature of chemistry (NoC) as well as their attitudes towards it as a school subject. Grade 9 students (N = 282) at the end of their compulsory schooling were given a set of open-ended questions focused on their understanding to NoC, perception of chemistry topics’ importance, topics the students found interesting and their evaluation of chemistry as a school subject. The answers were analysed using the open coding approach. It is possible to conclude most of the

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Selim, Shaimaa Abdul Salam Abdul Salam. "Integrating Sustainable Development Requirements into the Secondary Stage Chemistry Curriculum in Egypt." Journal of Teacher Education for Sustainability 21, no. 2 (2019): 139–54. http://dx.doi.org/10.2478/jtes-2019-0022.

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Abstract The problem of the current research lies in the need to integrate some requirements of the sustainable development (SD) in secondary school chemistry curriculum. The research specifically seeks to answer the following question: What “requirements of sustainable development” should be taught in the secondary school chemistry curriculum in Egypt? To that end, the researcher analyzed the content of chemistry curricula in the three grades of secondary education in Egypt for the school year 2017–2018, and prepared a list of 57 SD requirements. It should be noted that fifteen requirements o

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Enero Upahi, Johnson, and Umesh Ramnarain. "Representations of chemical phenomena in secondary school chemistry textbooks." Chemistry Education Research and Practice 20, no. 1 (2019): 146–59. http://dx.doi.org/10.1039/c8rp00191j.

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The difficulties encountered by students in learning chemistry range from human factors to the intrinsic nature of chemistry. To enhance students’ understanding of chemistry, there is a wide consensus within the community of chemistry educators on the importance of and need to integrate different levels of representations in chemistry teaching and learning resources. As learning resources, textbooks are ubiquitous and usually readily available to both students and teachers. Therefore, this study investigated how chemical phenomena are represented or depicted in secondary school chemistry textb

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Samuel Finch, Karuna. "Chemistry-kit as an Intervention Tool in Emergency Education in Secondary Schools." International Journal of Pedagogy, Innovation and New Technologies 8, no. 1 (2021): 72–80. http://dx.doi.org/10.5604/01.3001.0014.9142.

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This paper presents a Chemistry-kit as an intervention tool to grant spaces for, hands-on learning in Chemistry, in formal Emergency Education (EE) programs. Emergencies may arise due to either civil unrests or natural catastrophes. More literature is dedicated towards the former than the latter (Burde et al., 2017). This paper aims to contribute towards filling the gap. The COVID-19 pandemic is the most recent emergency of the latter kind to promulgate a colossal impact on the formal education of children (WHO, 2020). Organisations such as UNHCR and UNESCO have been continuously working towar

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Aghadiuno, M. C. K. "A Causal Model of Secondary Students’ Achievement in Chemistry." Research in Science & Technological Education 13, no. 2 (1995): 123–33. http://dx.doi.org/10.1080/0263514950130202.

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van Rens, Lisette, Jacqueline van Muijlwijk, Jos Beishuizen, and Joop van der Schee. "Upper Secondary Chemistry Students in a Pharmacochemistry Research Community." International Journal of Science Education 35, no. 6 (2013): 1012–36. http://dx.doi.org/10.1080/09500693.2011.591845.

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Shestakova, L., та O. Sursyakova. "Іntegrated Lessons In «Mathematics And Chemistry» In Secondary Vocational Education". Physical and Mathematical Education 17, № 3 (2018): 109–12. http://dx.doi.org/10.31110/2413-1571-2018-017-3-020.

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Uyulgan, Melis Arzu, Özge Özbayrak, Sibel Kılnş Alpat, and Şenol Alpat. "Opinions of teachers and students on secondary education chemistry textbooks." Procedia Computer Science 3 (2011): 1126–30. http://dx.doi.org/10.1016/j.procs.2010.12.183.

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21

Vogelzang, Johannes, Wilfried F. Admiraal, and Jan H. Van Driel. "A teacher perspective on Scrum methodology in secondary chemistry education." Chemistry Education Research and Practice 21, no. 1 (2020): 237–49. http://dx.doi.org/10.1039/c9rp00111e.

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Scrum methodology is a novel framework for teaching intended to scaffold students' learning process when they work on complex, real-world tasks. It is originally a project management framework frequently used in business and industry to manage projects. Scrum methodology is increasingly used in educational contexts. Yet, it is also a rather complex framework and more insight in how teachers understand and implement Scrum methodology is needed. Twelve teachers attended a professional development program and simultaneously implemented Scrum methodology in their chemistry lessons. Teachers' didac

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Rüschenpöhler, Lilith, and Silvija Markic. "Secondary school students’ acquisition of science capital in the field of chemistry." Chemistry Education Research and Practice 21, no. 1 (2020): 220–36. http://dx.doi.org/10.1039/c9rp00127a.

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Research has shown that students’ science capital has a large impact on their science aspirations and their development of science identities. In this study, we apply the notion of science capital to chemistry education in order to investigate how students make use of science capital in the field of chemistry. We define chemistry capital as a person's resources that help him or her to succeed in the field of chemistry (e.g., parents know chemistry content, sharing chemistry-related activities at home,…). We interviewed 48 secondary school students in Germany and conducted a thematic analysis.

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Tyulkov, Igor Aleksandrovich, Iana Aleksandrovna Gritsiuk, and Valerii Vasilevich Lunin. "Pedagogical component of classic chemistry education in university." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2014): 3–14. http://dx.doi.org/10.51314/2073-2635-2014-2-3-14.

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The article describes the current situation of teacher training for chemistry teacher in schools and universities. Presents the interaction experience of Сhemistry Faculty with Faculty of Teacher Education, Moscow State University. Shown that at the Сhemistry Faculty assembled a unique methodological material on the organization of competitions in chemistry at various levels. Within the program “MSU - School” is working to improve the skills of chemistry teachers of secondary schools.

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Jegstad, Kirsti Marie, and Astrid Tonette Sinnes. "Chemistry Teaching for the Future: A model for secondary chemistry education for sustainable development." International Journal of Science Education 37, no. 4 (2015): 655–83. http://dx.doi.org/10.1080/09500693.2014.1003988.

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25

Rusek, Martin, Karel Vojíř, and Šárka Šubová. "Lower-Secondary School Chemistry Textbooks’ Didactic Equipment." Chemistry-Didactics-Ecology-Metrology 25, no. 1-2 (2020): 69–77. http://dx.doi.org/10.2478/cdem-2020-0004.

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Abstract Textbooks’ fundamental influence on teaching is caused not only by their subject matter, but also by their didactic elaboration. Textbooks’ individual functions are fulfilled through incorporated structural elements. Their pool is referred to as the didactic equipment of the textbook and represents qualities of the textbook through the options it gives to its users. The presented overview of lower-secondary chemistry textbooks’ didactic equipment included 7 series of currently available textbooks. Results of the analysis serve not only as a possible guide for chemistry teachers’ textb

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Tolvanen, Simo, Maija Aksela, Maija Ahola, et al. "Inquiring chemistry teacher: The teaching and learning of chemistry concepts and phenomena (part V): Historical approach to chemistry teaching 2." Lumat: International Journal of Math, Science and Technology Education 1, no. 4 (2013): 387–424. http://dx.doi.org/10.31129/lumat.v1i4.1099.

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In spring 2013, students attending the course The Central Areas of Chemistry Education II studied the history of key chemistry concepts as well as the research on the use of historical approach to chemistry teaching. Based on the research literature, they produced materials for chemistry teaching in secondary and upper secondary school. In addition to teaching the concepts and phenomena of chemistry, the historical approach was used to deal with nature of chemistry as a science. In the articles, the students present the theoretical background for historical approach and history related to the

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Victor Ajayi, Oluwatosin, and Josiah Ogbeba. "Effect of Gender on Senior Secondary Chemistry Students’ Achievement in Stoichiometry Using Hands-on Activities." American Journal of Educational Research 5, no. 8 (2017): 839–42. http://dx.doi.org/10.12691/education-5-8-1.

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Menis, Joseph. "Attitudes towards School, Chemistry and Science among Upper Secondary Chemistry Students in the United States." Research in Science & Technological Education 7, no. 2 (1989): 183–90. http://dx.doi.org/10.1080/0263514890070206.

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Icoz, Omer Faruk. "Turkish Chemistry Teachers’ Views about Secondary School Chemistry Curriculum: A Perspective from Environmental Education." Journal of Education in Science, Environment and Health 1, no. 2 (2015): 79. http://dx.doi.org/10.21891/jeseh.85898.

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Thiele, Rodney B., and David F. Treagust. "The nature and extent of analogies in secondary chemistry textbooks." Instructional Science 22, no. 1 (1994): 61–74. http://dx.doi.org/10.1007/bf00889523.

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Rodríguez-Arteche, Iñigo, and M. Mercedes Martínez-Aznar. "Chemistry open-ended problem solving during initial secondary education teacher training." International Journal of Learning and Teaching 8, no. 3 (2016): 174. http://dx.doi.org/10.18844/ijlt.v8i3.895.

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We present a case study of the work with the Methodology of Problem-Solving as an Investigation (MPSI) in the context of the Spanish Master’s in Secondary Education. Here, future physics and chemistry secondary teachers had to solve some sequences of school open-ended problems, in order to promote reflection on its characteristics and favour its later use. The objectives of this research consist of describing how the problem “What might happen when a substance is heated up?” was introduced, and analysing preservice teachers’ achievement levels in the competence dimensions of the MPSI. In addit

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Cross, Roger T., Juergen Henze, and Ronald F. Price. "Science Education for China's Elite Secondary Students: The Example of Chemistry." School Science and Mathematics 92, no. 6 (1992): 325–30. http://dx.doi.org/10.1111/j.1949-8594.1992.tb15598.x.

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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 (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

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Ojala, Päivi. "Comprehensive evaluation offers inspiration and achievement in chemistry education." Lumat: International Journal of Math, Science and Technology Education 1, no. 4 (2013): 355–62. http://dx.doi.org/10.31129/lumat.v1i4.1093.

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Practical laboratory activities have become more common in primary and secondary education with the current curriculum. In lower secondary school, laboratory work in chemistry and physics has been used even longer. The central issues of laboratory work becoming more common are how the activities are organized, safety of the laboratory work, and evaluation. Laboratory work has been taken into account in evaluation in many different ways, for example, a written assignment has been complemented with a practical assignment. The evaluation method provides those who can practically and manually demo

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Vasilevskaya, Elena, Volha Tatarynovich, and Tatsiana Vaniuk. "USING OF GAME TECHNOLOGIES FOR INCREASING OF MOTIVATION TO CHEMISTRY STUDYING AT THE SECONDARY SCHOOL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 1 (2010): 48–54. http://dx.doi.org/10.48127/gu-nse/10.7.48.

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Active training methods (including game) are very popular in practice of modern natural-science education. Results of experiment on use of game training methods on chemistry education at base school are presented in the article. We questionnaire the 9 Form student of boarding school No. 5 in Minsk on first step of the investigation in the 2008–2009 year. The results showed that chemistry is not very interesting for students. Educational games used for increasing the interest and motivation to study chemistry. The lesson „Hidrocarbons“ carried out in the games form in the experimental group and

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О.G., О. G. "Chemistry textbooks as a means of supporting cognitive activity of general secondary education students." Bulletin of the Karaganda University. "Chemistry" series 102, no. 2 (2021): 105–14. http://dx.doi.org/10.31489/2021ch2/105-114.

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The article is devoted to suchnew direction of research as creating textbooks that provide competency-based approach to teaching Chemistry. A brief description of the results of the analysis of scientific literature on the research topic is presented. Based on them, it was concluded that it is necessary to develop a concept for creating Chemistry textbooks that would allow realizing the competence potential of academic subject. The main pro-visions of the author's concept are stated. According to them, the textbook should equally present its content and procedural components, which can ensure

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Boesdorfer, Sarah B., and Dawn I. Del Carlo. "Refocusing Outcome Expectations for Secondary and Postsecondary Chemistry Classrooms." Journal of Chemical Education 97, no. 11 (2020): 3919–22. http://dx.doi.org/10.1021/acs.jchemed.0c00689.

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Rusek, Martin, and Karel Vojíř. "Analysis of text difficulty in lower-secondary chemistry textbooks." Chemistry Education Research and Practice 20, no. 1 (2019): 85–94. http://dx.doi.org/10.1039/c8rp00141c.

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This paper focuses on the procedure and results for analyzing text-difficulty in lower-secondary chemistry textbooks in the Czech Republic. The authors use established methodology for text-difficulty analysis by Nestler, adapted by Průcha and Pluskal by adding a second independent analyser to improve reliability. Some textbooks do not follow the expected trend of either text-difficulty coherence or increasing text-difficulty between books for the 8th and 9th grade. No trend in topic difficulty was found either. The results show that learning outcomes may differ significantly when different boo

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van Rens, Lisette, Albert Pilot, and Joop van der Schee. "A framework for teaching scientific inquiry in upper secondary school chemistry." Journal of Research in Science Teaching 47, no. 7 (2010): 788–806. http://dx.doi.org/10.1002/tea.20357.

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Rusek, Martin, Dagmar Stárková, Vlastimil Chytrý, and Martin Bílek. "ADOPTION OF ICT INNOVATIONS BY SECONDARY SCHOOL TEACHERS AND PRE-SERVICE TEACHERS WITHIN CHEMISTRY EDUCATION." Journal of Baltic Science Education 16, no. 4 (2017): 510–23. http://dx.doi.org/10.33225/jbse/17.16.510.

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This research is focused on secondary school chemistry teachers’ (N=276) and chemistry pre-service teachers’ (N=159) attitudes towards the use of information and communication technology (ICT) in education. A questionnaire constructed upon Rogers’ theory of diffusion of innovation was used. Based on the answers, the respondents were grouped according to their innovativeness – into types of innovation adopters. Analysis of the participants’ responses to the statements in the questionnaire suggests that neither gender nor their teaching experience influence their innovativeness. The respondents

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Tomasevic, Biljana, and Dragica Trivic. "Chemistry curricular knowledge of secondary school teachers." Journal of the Serbian Chemical Society 80, no. 3 (2015): 435–52. http://dx.doi.org/10.2298/jsc141002121t.

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the course of this research, we explored the extent of chemistry teachers? professional knowledge related to the structure, contents and application of chemistry curricula and their components. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of teachers concerning the necessary changes in the curricula currently in effect. The teachers? answers show that the most important components of t

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Garner, Nicole, Antje Siol, Johannes Huwer, Rolf Hellman Rolf Hempelmann, and Ingo Eilks. "Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context." Lumat: International Journal of Math, Science and Technology Education 3, no. 4 (2015): 449–61. http://dx.doi.org/10.31129/lumat.v3i4.1016.

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Informal and non-formal science education became major trends in many countries in recent years. Non-formal learning was suggested to help closing gaps in science education, e.g. by providing students an alternative environment to experience practical work. Non-formal education was also suggested to offer a chance for curriculum innovations and teacher continuous professional development. One potential field might be Education for Sustainable Development (ESD). Several perspective papers in recent years described that secondary chemistry education is still lacking in implementing education for

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Thi Dang Chi, Le, and Tran Trung Ninh. "Assessment of Problem Solving Ability and Creativity in Chemistry Teaching at Secondary Schools in Binh Dinh, Vietnam." American Journal of Educational Research 6, no. 6 (2018): 757–62. http://dx.doi.org/10.12691/education-6-6-26.

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Pereira, Mariette M., M. Fátima Paixão, and António F. Cachapuz. "Bridging the Gap: From Traditional Silk Dyeing Chemistry to a Secondary-School Chemistry Project." Journal of Chemical Education 83, no. 10 (2006): 1546. http://dx.doi.org/10.1021/ed083p1546.

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45

Long, G. A. "Simulation of a Forensic Chemistry Problem: A Multidisciplinary Project for Secondary School Chemistry Students." Journal of Chemical Education 72, no. 9 (1995): 803. http://dx.doi.org/10.1021/ed072p803.

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Drobyk, N. M., M. M. Barna, L. S. Barna, V. Z. Kurant та A. I. Herts. "ХІМІКО-БІОЛОГІЧНИЙ ФАКУЛЬТЕТ ТЕРНОПІЛЬСЬКОГО НАЦІОНАЛЬНОГО ПЕДАГОГІЧНОГО УНІВЕРСИТЕТУ ІМЕНІ ВОЛОДИМИРА ГНАТЮКА: ІСТОРІЯ, СЬОГОДЕННЯ, ПЕРСПЕКТИВИ (до 80-річчя заснування)". Scientific Issue Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Biology 79, № 1-2 (2020): 119–27. http://dx.doi.org/10.25128/2078-2357.20.1-2.17.

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The facts and figures related to the 80-year history of formation and development of the Faculty of Chemistry and Biology of Ternopil Volodymyr Hnatiuk National Pedagogical University are provided. The main stages of foundation, development of the faculty, achievements of the teaching staff in educational and research work are highlighted. The structural elements of the faculty are characterized: the department of botany and zoology, general biology and methods of instruction of natural sciences, chemistry and methods of its teaching, laboratory of biology and ecology “Holytskyi botany a

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47

Lagowski, J. J. "The educational continuum: Trends in secondary education." Journal of Chemical Education 63, no. 2 (1986): 95. http://dx.doi.org/10.1021/ed063p95.

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Rüschenpöhler, Lilith, and Silvija Markic. "Secondary school students’ chemistry self-concepts: gender and culture, and the impact of chemistry self-concept on learning behaviour." Chemistry Education Research and Practice 21, no. 1 (2020): 209–19. http://dx.doi.org/10.1039/c9rp00120d.

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Abstract:

While science self-concepts of secondary school students have received considerable attention, several important aspects of chemistry self-concepts have not yet been understood: gender relations, the impact of students' cultural backgrounds, and the impact of chemistry self-concept on learning processes. In the present study, (i) we could confirm our hypothesis that chemistry self-concept is strongly related to learning goal orientations. This part of the study built upon knowledge from educational psychology. Our results open the field for practical interventions designed to influence chemist

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Liu, Yu, and Keith S. Taber. "Analysing symbolic expressions in secondary school chemistry: their functions and implications for pedagogy." Chemistry Education Research and Practice 17, no. 3 (2016): 439–51. http://dx.doi.org/10.1039/c6rp00013d.

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Abstract:

Symbolic expressions are essential resources for producing knowledge, yet they are a source of learning difficulties in chemistry education. This study aims to employ social semiotics to analyse the symbolic representation of chemistry from two complementary perspectives, referred to here as contextual (i.e., historical) and functional. First, the contextual account demonstrates that symbolism was introduced to represent compounds according to their elemental composition, to quantify chemistry, and to explain reactivity. Further to this, the functional analysis shows that symbolic expressions

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Luiza de Quadros, Ana, Dayse CarvalhoDa-Silva, Fernando César Silva, et al. "The knowledge of chemistry in secondary education: difficulties from the teachers' viewpoint." Educación Química 22, no. 3 (2011): 232–39. http://dx.doi.org/10.1016/s0187-893x(18)30139-3.

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