Development of Perception of the Environment through the Ecological Component on the Lessons

У статті наведено приклади екологізації змісту освіти засобами курсів хімії та біології.The article presents ways of integration of ecology in the teaching of chemistry and biology at school

The Teaching of Chemistry in Universities and Colleges

Presented to the Department of Chemistry by John Edwin Coe, as thesis for the Masters Degree at the University of Kansas, Summer of 1912.The Teaching of Chemistry in Universities and Colleges. An Inquiry into the size and character of the Faculties, the character of the Courses of Study, and the Text Books used in the Chemistry Departments of 125 American Universities and Colleges

Ways School Leaders Support the Teaching of Chemistry

The study aims to reinforce the effective teaching of chemistry in secondary schools through the support of the school leadership in the implementation of the competence-based curriculum (CBC). Interviews were organised and conducted with five headteachers and five deputy headteachers from ten selected schools. The results confirmed that the support provided by the school leadership in teaching chemistry was dominated by 30% of respondents at visiting teachers in classes, provision of some basic teaching materials and encouraging teachers to work in the chemistry department for mutual support and professional growth. However, in some schools, there is a need for prioritising continuous professional development (CPD) opportunities, feedback meetings and analysing school data for decision making. Therefore, this study recommends more efforts in CPDs, avail enough teaching aids and hold the pedagogical review and learning meetings lead by headteachers; analyse and use the school data for continuous improvement and build the school on tangible evidence in positive learning outcomes. Plus more support in engaging learners doing chemistry rather than just giving them chemistry books. Transformational leadership is needed, where all stakeholders share the same vision and mission of the school

Experimental Work and the Teaching of Chemistry at University

Chemistry, the central science for many areas of knowledge, is a compulsory discipline in several University courses. The teaching of chemistry to non-chemists is a difficult challenge that must be overcome, because Chemistry is often a necessary tool in their future activity. However, the failure in General Chemistry courses is an obstacle in the normal academic lives of students. Students’ difficulties are often caused by poor previous chemical knowledge or by lack of motivation, and represent important factors in the lack of success. The work here presented is inscribed in a larger study on the role of experimental work in several different first year Chemistry courses. This study intends to propose answers to several questions often raised by chemistry teachers: - What “Chemistry” should be taught to non-motivated non-chemistry students? - What should be the role of experimental work in the preparation of these students? - What is the influence of the involvement of students in practical classes in their academic success

Remote Teaching of Chemistry Laboratory Courses during COVID-19

This paper describes the transfer from face-to-face education toemergency remote teaching of chemistry laboratory courses in a bachelor's degree inPharmacy during the COVID-19 pandemic. The virtualization was carried out usingvideos of each experimental practice and questionnaires containing the experimentaldata needed. The contents were integrated into the virtual platform BlackboardCollaborate, where tutorials and remote support from the teachers were provided tosolve the issues raised. The didactic strategy was very positive: it turned the studentsinto active learners, fostering knowledge sharing and promoting the self-management of their learning process. The teachers acted as guides, raisingquestions, and provided continuous feedback to the students that contributed toknowledge assimilation and competence acquisition. The teaching-learning processwas evaluated through a rubric that graded the reports delivered by the students andafinal online test. The impact of this teaching methodology was assessed bycomparing the students'marks with those obtained in the conventional on-site education before the pandemic and feedback fromthe students via surveys. This study provides a unique experience on how a traditional instruction can be adapted to remote teachingin analytical chemistry laboratories, providing new tools that can be used in future pandemics or in other setting

El empleo de modelos en la enseñanza de la Química

The importance of using models in the teaching of chemistry is pointed out. The precise place and the significative meaning of models in the integral understanding of the chemical phenomena are analysed. Some classification schemes are given together with illustrative examples of each category

Recognition of individual differences in the teaching of chemistry

Thesis (Ed.M.)--Boston University, 1934. This item was digitized by the Internet Archive

A Study of Affective Objectives in the Teaching of Chemistry

An examination of certain proposed affective objectives of Chemistry education has been carried out, particularly with the intention of determining whether these objectives are being attained by Scottish pupils following S. C. E. courses in Chemistry at Secondary Schools. A critical survey of Attitude concept and theory has been made, together with an account of measurement procedures which have been devised for attitude assessment and which have been reported in the literature. Results of research have also been reported, particularly in the area of the affective component of attitude to science education. Current opinions on the formulation of desirable affective objectives in education have been included, and critical comment on those proposed for current science syllabuses in Scotland has been made. Questionnaires have been devised employing various attitude measurement techniques in an attempt to measure the attitudes of both pupils and teachers to education in Chemistry. A pre-test has been done in a small number of schools and, after modification, the questionnaires have been circulated to over thirty schools throughout the country. Twenty eight schools cooperated and over thirteen hundred pupils and one hundred science teachers completed questionnaires. A computer programme was prepared to process the data which emerged and to apply statistical analysis procedures. The results from various categories of pupils have been compared and findings have been reported. Pupils who had not included science subjects in their course were used as control groups. A comparison of results obtained by three distinct methods of analysing the data has been carried out, and an attempt to demonstrate that one of these is clearly more appropriate in assessing attitudes has been made. Results from individual schools have been discussed, and a detailed survey of five schools has been made in an attempt to relate the results from pupils in these schools to the attitudes of their teachers and to their school environment. Suggestions for further work in this field have been proposed which are considered not only to be relevant to the teaching of Chemistry, but essential if Chemistry is to make its fullest contribution to the educational process