Teaching College Chemistry in the Time of COVID-19 Pandemic: A Personal Account of Teaching in the Old Normal vs. the New Normal

The SARS CoV-2 (Severe Acute Respiratory Syndrome CoronaVirus 2), cause of COVID-19 (CoronaVirus Disease 2019) has afflicted close to 10 million people all over the world resulting to almost half a million deaths. This disease is severely contagious and necessitates social or physical distancing between persons. As such, traditional face-to-face learning is not advised and teachers need to shift to online teaching. There are challenges to online teaching and learning for students, teachers, and the higher education institute, e.g. hardware, bandwidth, and software issues. These will be difficult but these can be overcome eventually. This work is a personal account of the old normal or traditional way of teaching Organic Chemistry and the transition to the new normal of teaching on-line. On-line teaching can be as effective as traditional teaching but everyone has to put in effort and participate in training to get used to this. In the end, it is the teacher’s being a true teacher that matters, that the teacher teaches to the best of his or her ability even during this time of the COVID-19 pandemic

The green chemistry and Filipino approach to high school experiments in Saint Paul College Pasig

This paper is a call for teachers to initiate measures in improving the quality of high school chemistry education in the Philippines and that is by going back to practical laboratory work. The experiment presented in this paper is a proof to the possibility of tailor-made experiments that integrate principles of green chemistry. Integrating green chemistry concepts in the design of high school chemistry experiments makes students aware of the responsibility that goes with the use and production of chemicals. Moreover, the experiment was designed to consciously integrate aspects of Filipino culture, values, and traditions. Such enculturation of chemistry by giving it a Filipino flavor aims to make the students own the science and not view it as something that is highly foreign. When students can relate to the chemical concepts illuminated in their culture they become more appreciative and receptive of the science giving them meaningful and lasting learning

The green chemistry and Filipino approach to high school experiments in Saint Paul College Pasig

This paper is a call for teachers to initiate measures in improving the quality of high school chemistry education in the Philippines and that is by going back to practical laboratory work. The experiment presented in this paper is a proof to the possibility of tailor-made experiments that integrate principles of green chemistry. Integrating green chemistry concepts in the design of high school chemistry experiments makes students aware of the responsibility that goes with the use and production of chemicals. Moreover, the experiment was designed to consciously integrate aspects of Filipino culture, values, and traditions. Such enculturation of chemistry by giving it a Filipino flavor aims to make the students own the science and not view it as something that is highly foreign. When students can relate to the chemical concepts illuminated in their culture they become more appreciative and receptive of the science giving them meaningful and lasting learning

Possible Cobalt-Cobalt Bridging by a Hemiacetal in the Dinuclear Cobalt Complex Bearing the Ligand Bis(3-(2-pyridylmethyleneamino)phenyl) Sulfone

A dinuclear cobalt complex bearing the ligand bis(3-(2-pyridylmethyleneamino)phenyl) sulfone (BPMAPS) was prepared. It is proposed that the structure of this is [Coz(BPMAPS)(m-0AcMhemi-Et)]PF6 wherein the cobalt centers are bridged by two carboxylato groups in m-fashion and a hemiacetal with an ethoxy group (hemi-Et). This proposal is based on the similarity of the FT-IR, UV-Vis, and FAB-MS results with the crystallographically characterized dinuclear manganese complex [Mn2(BPMAPS)(m-OAcMhemi-Me)]PF6, and elemental analysis results

Low-Cost Magnetic Stirrer from Recycled Computer Parts with Optional Hot Plate

Magnetic stirrers and hot plates are key components of science laboratories. However, these are not readily available in many developing countries due to their high cost. This article describes the design of a low-cost magnetic stirrer with hot plate from recycled materials. Some of the materials used are neodymium magnets and CPU fans from discarded computers and recycled electrical components from old circuit boards. This prototype was compared with a commercial magnetic stirrer with hot plate. It was noted that high temperatures were reached at similar rates, and the stirring speed was also comparable between the two. With this prototype, which costs 80% less than commercials ones, magnetic stirrers with hot plate can be readily available to enhance teaching and learning in science laboratories that need them most

Feasibility of Modifying Existing Chemistry Demonstrations by Using Substitute Materials

This study aimed to reiterate the use of Chemistry demonstrations as effective teaching tools to students while addressing some of its drawbacks, which discourages teachers from doing them such as cost and safety. Four chosen existing Chemistry demonstrations (Blue Bottle Experiment, Copper Sulfate Experiment, Blown Away, Dancing Flames) were modified by using substitute reagents, which are more accessible, relatively safer, and at lower cost. These demonstrations were chosen based on how easily the substitute reagents will be obtained. Afterwards, with the permission of a private junior high school, they were presented to a group of Grade 9 students of their choosing. The students were asked to evaluate each demonstration using a Likert scale-based questionnaire. This questionnaire rates each demonstration in terms of aesthetics, the materials and procedure done, effectiveness to explain certain Chemistry topics, safety, and the students’ overall judgment regarding the use of demonstrations as teaching tools. By converting their evaluation to quantitative values, the demonstrations scored high in all major categories. With this, it is highly recommended to explore other Chemistry demonstrations for possible modifications, which can be integrated in lecture classes

Educational Attainment, Teaching Experience, Professional Development and Self-Efficacy as Predictors of Chemistry Content Knowledge: Implication for the Development of a National Promotion Examination

This study examined teachers’ content knowledge (CK) in chemistry and its relationship to teachers’ chemistry background, teaching experience, involvement in professional development and self-efficacy It was further investigated which variables predicted the level of content knowledge (CK) of one hundred public secondary chemistry teachers. The data shows that the majority of science teachers have low level of CK in Chemistry. Teaching experience, professional development, chemistry background, and selfefficacy were significantly related to the CK of teachers. Teachers\u27 professional development and self-efficacy predicted the CK of teachers

Assessing In-service Teachers’ Chemistry Content Knowledge and Self-efficacy in Teaching the K to 12 Science Curriculum

As the K to 12 Science program was formally implemented, interventions to enhance competence and confidence of teachers in teaching science in a spiral progression approach are main concerns. This study aims to assess the chemistry content knowledge and self-efficacy of 38 in-service teachers enrolled in a graduate program from a teacher education institution using a content knowledge test (CKT) and a self-efficacy beliefs scale (SeS) using a mixed-method approach. Quantitative findings reveal that the least mastered topics in chemistry of the teacher-respondents include solutions, chemical bonding, the mole concept, gas laws, and chemical reactions. The science teachers say they are “somewhat confident” in teaching the chemistry topics. Qualitative findings include difficulties in answering the CKT and challenges encountered in teaching chemistry using the K to 12 science curriculum. In the needs analysis, key findings in the results of focus group discussion are used to verify quantitative findings. The correlation between content knowledge and self-efficacy beliefs is r = -0.12, with findings showing a negligible to low correlation. This implies that even if teachers perceive that they are “somewhat confident” in teaching chemistry topics, such beliefs do not match their content knowledge scores. Valid findings are based on the CKT results and further suggest that the CKT (not the SeS) is a good measure in determining the content learning needs of teachers

Extraction Experiments Using Commerciallv Available Spices

Safe and cost-effective experiments were designed for high school students to enhance their laboratory skills and knowledge on polarity and separation of mixtures. Annatto, Spanish paprika and turmeric were extracted yielding red-orange, light red-orange and yellow color, respectively. These were combined with a blue aqueous solution made from food color resulting to green mixtures. These were all extracted with kerosene or oil/kerosene. The non-polar solutes for each mixture combined with the kerosene or oil/kerosene layer, making the polar phase blue again. Students gained a better understanding of the concepts as shown in their laboratory report and test results

Lessons Learned in Pursuit of Lifelong Learning in Science, Technology, and Society

This case study aims to assess whether the course, Science, Technology, and Society, as part of the recent science education reforms in Philippine higher education, can foster science literacy and bring about lifelong learning in science, technology, and society. Five students, who were enrolled in Science, Technology, and Society during the first semester of the academic year 2018 to 2019 in an institution of Jesuit higher education in the Philippines, participated in a focus group discussion about their class experiences. Thematic analysis of verbatim transcript revealed that students were not confident in considering themselves literate about science after a semester of classes because of several concerns in the content and delivery of the course. Specifically, topics covered were not interdisciplinary as they should be, lacked depth, and were not relatable to students. Some teachers were inclined towards knowledge transmission and required more support for teaching that espouses student-centered learning. Teachers’ lack of motivation to teach the course was also noticeable among students and might have left a negative impression about the course. These findings can provide valuable insights into how efforts in reforming science education towards lifelong learning in science, technology, and society can be made better and effective using a constructive alignment of intended learning outcomes, teaching-learning activities, and assessment tasks