Engaging students for meaningful chemistry learning through Microcomputer-based Laboratory (MBL) inquiry

Promoure en els estudiants l'aprenentatge significatiu de la química mitjançat treballs pràctics indagatius amb l'ús d'equips de captació de dades amb sensors (MBL). La utilització d'equips de captació de dades amb sensors (MBL) pot constituir un exemple d'entorn d'aprenentatge centrat en l'alumne que ofereix noves oportunitats per acostar els estudiants de química de l'ensenyament secundari cap a un aprenentatge significatiu i cap al pensament d'ordre superior a través de la indagació. L'ús de MBL promou en els alumnes la discussió, la planificació, la mesura i la presa de responsabilitat del seus propis processos d'aprenentatge. La tècnica MBL pot contribuir des de l'escola a propostes respectuoses amb el medi ambient (química verda) mitjançant la reducció de les quantitats de productes químics necessaris. Aquest article presenta una investigació pedagògica de l'eficàcia d'aquesta tècnica, dels seus reptes d'utilització i alguns consells per implementar el seu ús a les classes de química de secundària.The Microcomputer-based Laboratory (MBL) is an example of a student-centred learning environment that provides new opportunities to engage secondary-level chemistry students in meaningful learning and higher-order thinking through inquiry. MBL promotes student discussion, planning, measuring and taking responsibility for their own study processes. MBLs support an environmentally benign (green chemistry) approach in the school by reducing the amounts of chemicals needed. This article presents a pedagogical research-based view of its effectiveness, the challenges faced when using and some tips for implementing it in chemistry classrooms at high school level

Engaging students for meaningful chemistry learning through microcomputer-based laboratory (MBL) inquiry : Promoure en els estudiants l’aprenentatge significatiu de la química mitjançat treballs pràctics indagatius amb l’ús d’equips de captació de dades amb sensors (MBL)

The Microcomputer-based Laboratory (MBL) can be an example of a student-centered learning environment that provides new opportunities to engage secondary-level chemistry students in meaningful learning and higher-order thinking through inquiry. MBL promote students to discuss, plan, measure and take responsibility for their own study processes. MBLs support an environmentally benign (green chemistry) approach in the school by reducing the amounts of chemicals needed. This article presents a pedagogical research-based view of its effectiveness, challenges of use and some tips for implementing it in chemistry classrooms at high school level.Peer reviewe

Learning Organic Chemistry through a Study of Semiochemicals

The topics of nature, for example semiochemicals, are motivating topics, which can be used to teach organic chemistry at high school level. The history, classifications, a few important applications of semiochemicals, and an semiochemical that can be synthesized in the laboratory are presented. The laboratory synthesis is carried out through the well-known Fischer esterification reaction, which is easy to implement in a high school laboratory. Computer-based molecular modeling, based on free software, can be used for supporting the characterization of the synthesized molecule. This information can be used as orientation and motivating material for inquiry- and context-based high-school organic chemistry.Peer reviewe

Future chemistry teachers use of knowledge dimensions and high-order cognitive skills in pre-laboratory concept maps

This poster describes a pilot case study, which aim is to study how future chemistry teachers use knowledge dimensions and high-order cognitive skills (HOCS) in their pre-laboratory concept maps to support chemistry laboratory work. The research data consisted of 168 pre-laboratory concept maps that 29 students constructed as a part of their chemistry laboratory studies. Concept maps were analyzed by using a theory based content analysis through Anderson & Krathwohls' learning taxonomy (2001). This study implicates that novice concept mapper students use all knowledge dimensions and applying, analyzing and evaluating HOCS to support the pre-laboratory work.This poster describes a pilot case study, which aim is to study how future chemistry teachers use knowledge dimensions and high-order cognitive skills (HOCS) in their pre-laboratory concept maps to support chemistry laboratory work. The research data consisted of 168 pre-laboratory concept maps that 29 students constructed as a part of their chemistry laboratory studies. Concept maps were analyzed by using a theory-based content analysis through Anderson & Krathwohls’ learning taxonomy (2001). This study implicates that novice concept mapper students use all knowledge dimensions and applying, analyzing and evaluating HOCS to support the pre-laboratory work.Peer reviewe

Aesthetic Experiences: a Case Study of Emotion Regulation in Integrating Drama and Chemistry Concepts

Non peer reviewe

Student-question-based inquiry in science education

Students' questions have an important function in science learning, and in inquiry-based approaches. Inquiry teaching in which the students' own questions are used is promising, but a holistic view of the research and practice is lacking. A systematic review was conducted on 30 articles, both research report articles as well as descriptive and evaluative report articles on the use of students' questions as a starting point for inquiry-based science education. The review was carried out using deductive content analysis. This review concentrates especially on the formulation and utilisation of students' questions in inquiry, the benefits of the reported approaches, and the roles that the teacher and the students take during student-question-based inquiry approaches. This review shows that there are various ways to obtain and use students' questions. The results also highlight the teacher's important role in inquiry teaching already in the planning phase. Moreover, the teacher's role is affected by how much emphasise is placed on science learning, and how much value is put on the students' questions. Finally, a model for student-question-based inquiry (the SQBI-model) for science education is presented. This model should be acknowledged also in the teacher education.Peer reviewe

Future Chemistry Teacher's Perceptions of Vocationally Relevant Learning Activities

Peer reviewe

Science at home : parents’ need for support to implement video-based online science club with young children

Homes have remarkable possibilities to act as science learning environments for young children (3 - 6 years old). This qualitative case study investigated what kind of support parents need to do online science activities with their children at home. Data consisted of parent’s theme interviews (n=7). As a main result, a model of parents’ need for support was produced. The model contains three dimensions: 1) the affective dimension, 2) the knowledge and skills dimension and 3) the organizational dimension. Parents’ own affective experiences, organization of the experiments and finding time to do experiments are important factors to consider, when looking at parents’ willingness to engage in science activities with their children. The parents might not necessarily be content with only the child’s interest in experimenting as a reason to carry out science activities at home, instead they need to be interested and engaged in activities themselves.Peer reviewe

Tulevien kemian opettajien käsityksiä ammatillisesti relevanteista aktiviteeteista

The lack of relevance is a major challenge in chemistry education. In the last two decades, a lot of research and development projects for increasing the relevancy have been conducted in all educational levels, expect in chemistry teacher education. This research is filling this knowledge gap by investigating what kind of learning methods in pre-service chemistry teacher education have high and low vocational relevance. The relevance of different learning methods included in chemistry teacher education courses are analysed by studying future chemistry teachers’ perceptions. Research was carried out as a case study utilising a mixed methods approach. Data was collected via an online questionnaire. The total number of respondents was 72. According to this research, laboratory activities, teaching exercises (e.g. teaching for peers or pupils in a non-formal learning environment study visit) and discussions (e.g. group discussions) were experienced the most vocationally relevant. Writing exercises were experienced the least relevant. All highly relevant learning methods stimulated high-order thinking skills and supported collaborative learning. The level of experienced relevance was mostly intrinsic (skills and knowledge for career) and it had both present and future focus. These results can be used for developing vocationally high relevance learning methods for pre-service chemistry teacher education.Peer reviewe