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Non peer reviewe

Sustainability JUFO 0 -tasolle vuonna 2023

The Finnish Publication forum panel chairs have decided to act as science police and downgrade Sustainability journal's quality classification from 1 to 0 from the beginning of 2023

Possibilities and Challenges of Using Educational Cheminformatics for STEM Education : A SWOT Analysis of a Molecular Visualization Engineering Project

This perspective paper analyses the possibilities and challenges of using cheminformatics as a context for STEM education. The objective is to produce theoretical insights through a SWOT analysis of an authentic educational cheminformatics project where future chemistry teachers engineered a physical 3D model using cheminformatics software and a 3D printer. In this article, engineering is considered as the connective STEM component binding technology (cheminformatics software and databases), science (molecular visualizations), and mathematics (graph theory) together in a pedagogically meaningful whole. The main conclusion of the analysis is that cheminformatics offers great possibilities for STEM education. It is a solution-centered research field that produces concrete artifacts such as visualizations, software, and databases. This is well-suited to STEM education, enabling an engineering-based approach that ensures students’ active and creative roles. The main challenge is a high content knowledge demand, derived from the multidisciplinary nature of cheminformatics. This challenge can be solved via training and collaborative learning environment design. Although the work with educational cheminformatics is still in its infancy, it seems a highly promising context for supporting chemistry learning via STEM education.Peer reviewe

Systemaattinen kirjallisuuskatsaus 3D-tulostuksesta kemian opetuksessa : aikaisemman tutkimuksen pedagogisen käytön analysointi TPACK-mallin avulla

The focus of this systematic literature analysis is to provide a comprehensive review of earlier research on the utilisation of 3D printers in chemistry education. The objective is to offer research-based knowledge for developing chemistry education through following research questions: what kind of work has been done in the field of 3D printing in chemistry education; what kind of design strategies have been implemented; how 3D printing has been used in chemistry education research. The data consists of 47 peer-reviewed articles which were analysed via qualitative content analysis using a technological pedagogical content knowledge framework. Theoretical framework was selected because integrating 3D printing in chemistry education requires knowledge of chemistry, technology, and most importantly, pedagogy. Our research indicates that integrating 3D printing begins by analysing current challenges which are reasoned via pedagogical or technological content knowledge-based arguments. 3D printing was used for producing solutions (e.g. physical models) that support working with found challenges. In chemistry education research, 3D printing has mainly been used for printing research instruments; few studies have investigated its effect on learning or students’ perceptions towards it. There is a great need for comprehensive student-centred pedagogical models for the use of 3D printing in chemistry education.Peer reviewe

Future Chemistry Teacher's Perceptions of Vocationally Relevant Learning Activities

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

Model-based design research: A practical method for educational innovation

This paper introduces a new collaborative model for design-based research (DBR), model-based design research (MBDR), in which the design process is carried out through model-based reasoning (MBR). The objective of the paper is to discuss how MBDR can be used as a method for educational innovation, which is a social transformation occurring when a certain group adopts a new educational practice. This aim is approached by analysing three MBDR cases and comparing the results to the possibilities and challenges rising from the innovation research literature. According to the analysis, MBDR is a promising method for creating and teaching educational innovations. It is most suitable for inventing and supporting the adoption of new practices. By conducting DBR through MBR, design community can produce a comprehensive need analysis. This way design solutions that meet the design objectives can be constructed. Comprehensive need analysis and goal-oriented design lead to successful projects and designers more comprehensive participation to the research

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

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