Chemistry Education

Este artigo apresenta parte de uma pesquisa que procurou mapear algumas ideias que 7 alunos do último ano de um curso de licenciatura em química possuíam sobre ciência. Assim, analisam-se dois itens de um questionário, a pergunta “Para você, o que é ciência?” e uma questão em que 35 itens foram apresentados para que os alunos assinalassem os que consideravam inerentes a sua prática como cientista. Os resultados mostram que, de modo geral, os alunos apresentam visões mais “clássicas” da ciência, do ponto de vista epistemológico e empírico, explicitando a necessária inserção, de maiores e mais frequentes, discussões de história e filosofia da ciência na formação superior

This study examines the impactful integration of AI in higher education, emphasizing its ability to improve teaching methods & facilitate individualized learning. This study demonstrates how AI promotes creativity, enhances critical thinking & provides personalized learning experiences. It aims to equip students with digital literacy, coding & computational thinking skills, preparing them for the future AI-driven economy. AI streamlines tasks like scheduling & communication, allowing educators to concentrate on impactful student interaction & instructional creativity. This study also highlights its challenges. Tackling these challenges necessitates careful design & teamwork so the incorporation of AI is in harmony with educational principles. The results indicate that, if applied thoughtfully, AI has the potential to transform higher education into a more adaptive, inclusive & effective system, aligning technological advancements with the fundamental goal of promoting fair & significant learning opportunities. AI streamlines tasks like scheduling & communication, allowing educators to concentrate on impactful student interaction & instructional creativity. This study also highlights its challenges. Tackling these challenges necessitates careful design & teamwork so the incorporation of AI is in harmony with educational principles. The results indicate that, if applied thoughtfully, AI has the potential to transform higher education into a more adaptive, inclusive & effective system, aligning technological advancements with the fundamental goal of promoting fair & significant learning opportunities.

Teachers play an important role in adopting teaching strategies that foster active, constructive learning and make challenging subjects engaging and enjoyable. This study aimed to design, develop, and evaluate Chem-Okey, an educational card game, as a supplementary tool to master the acid-base concepts using game-based learning (GBL) theory. The evaluation process utilized a Likert scale based on the five criteria of GBL results indicated high acceptance and effectiveness in all criteria, demonstrating Chem-Okey's potential to significantly enhance student engagement and learning outcomes. The learning resources management and development system (LRMDS) of the Philippines' education standards were applied to validate the educational merit of the game, confirming its suitability for interactive content delivery. Furthermore, the results revealed that students had positive in-game, postgame, and social presence experiences, underscoring the game's ability to foster a collaborative and immersive learning environment. Chem-Okey's gameplay, requiring team strategy and peer dialogue, effectively promoted social interaction and cognitive engagement, making learning more enjoyable and effective. Chem-Okey is an effective supplementary learning tool, helping students enhance their understanding of acid-base concepts while enjoying the game. The findings highlight the value of well-designed educational tools in transforming learning experiences and promoting both academic and social competencies among students.

This study aims to describe the profile of Chem-Magz colloid system based on Flipbook Maker as a learning resource for high school students and produce a colloidal system Chem-Magz product based on Flipbook Maker as a valid, practical, and effective learning resource for high school students. The type of research used in this research is development research or R&D with the ADDIE development model. This research was conducted at SMA Negeri 1 Kalukku in class XI MIPA students. The data collection technique uses an instrument in the form of a product assessment questionnaire to assess aspects of validity, assess aspects of practicality, and to assess aspects of the effectiveness of learning media. The results of the study show that the development profile of Chem-Magz based on flipbook maker consists of 1) Cover or cover designed using Adobe InDesign with a background image related to colloidal material 2) Supporting Information related to brief information about Chem-Magz 3) Contents...

This study aims to produce a media as alternative learning media of chemistry comic on the material Electrolyte and Non Electrolyte for grade X of SMA and determine of the validity and practicallity of resulting media. The type of research used research and development (Research and Development / R&D). The development model used 4-D (Four D Models), consisting of four stages, namely define (pendefenisian), design (perancangan), develop (pengembangan) and desiminate (penyebaran). This research determines the level of validity and practicality of the developed chemistry comic media. The media of chemistry comic was validated by two chemistry lecturers from FMIPA UNP and two chemistry teachers from SMAN 2 Payakumbuh. Determination of the practicality level of chemistry comic media by three chemistry teachers from SMAN 2 Payakumbuh and 27 students of Class X MIPA 1 SMAN 2 Payakumbuh. The instrument used was a questionnaire of validity and practicality. The results of the validity questi...

This Special Issue of Education Sciences will examine key topics associated with the impact of artificial intelligence (AI) on teaching and learning in K-12 and postsecondary education. AI is rapidly expanding in both capacity and usage in the field of education. However, there is variance in what educators and students know about best practices with implementing AI into teaching and learning. In this formative stage, there is a need for experimental results and case studies on the effectiveness of AI technologies to guide ethical practice. Researchers, educators, and practitioners are invited to contribute manuscripts to this Special Issue. The authors will ground their research in current and seminal literature and utilize quantitative and/or qualitative research methods to investigate their selected topic. Clear findings that exhibit the impact of AI on teaching and learning will be presented, including recommendations for practical usage of AI in K-12 and/or postsecondary educational settings.

Intisari: Anak-anak dengan obesitas beresiko mempunyai kadar kolesterol yang tidak normal sehingga dapat menyebabkan penyakit kardiovaskular dikemudian hari. Susu kedelai maupun jus alpukat merupakan salah satu penatalaksanaan nonfarmakologis yang dapat digunakan untuk menurunkan kadar kolesterol. Tujuan penelitian ini untuk mengetahui perbandingan pemberian susu kedelai dengan jus alpukat terhadap kadar kolesterol anak obesitas. Desain penelitian menggunakan Quasi Experiment dengan rancangan Non-Equivalent Control Group. Populasi sebanyak 30 siswa obesitas di SD Negeri 1 dan 2 Katerban, sampel yang diambil 30 responden menggunakan teknik Purposive Sampling. Hasil penelitian menunjukkan bahwa susu kedelai dan jus alpukat dapat menurunkan kadar kolesterol pada anak obesitas (p value = 0,000; p < 0,05), namun tidak terdapat perbedaan signifikan pemberian susu kedelai dengan jus alpukat terhadap kadar kolesterol pada anak obesitas (p value = 0,902; p > 0,05). Artinya baik susu ke...

Установлено влияние различных методов интеркаляции (химической и электрохимической) и термической обработки природных графитов на текстурные и структурные характеристики получаемых пористых углеродных материалов. Показано, что образцы, полученные через стадию химического интеркалирования, имеют развитую микропористую структуру, представленную преимущественно щелевидными порами шириной 0,77-0,92 нм. Использование электрохимического интеркалирования позволяет получать мезопористые углеродные материалы. Показана возможность использования композиций на основе растворов целлюлозы и терморасширенного графита для конструирования новых типов пористых углеродных материалов. Методами ТЕМ, БЭТ установлена микропористая структура целлюлозографитовых ПУМ, образованная двумя различающимися типами углерода. Изучено влияние условий синтеза углеродных подложек из терморасширенного природного графита на состояние нанесенных частиц палладия и их каталитические свойства в реакциях гидрирования гексена-1 и циклогексена. Ключевые слова: природные графиты, целлюлоза, интеркаляция, композиционные материалы, получение, свойства, палладиевые катализаторы. В настоящее время интенсивно развиваются исследования, направленные на создание новых способов получения композиционных и пористых углеродных материалов (ПУМ) различного спектра действия и назначения [1]. Актуальна разработка эффективных способов получения

The article deals with pupils’ understanding of concepts of the triangle and the rectangle at the beginning of lower secondary school. The pupils were administered a test consisting of tasks asking them to decide whether the marked points (external, internal, on the sides, vertices) belonged to a triangle or rectangle, respectively. The assignment also sought to establish how pupils determined the number of common points which a triangle shared with differently positioned lines. A total of 505 pupils attending the 6th grade of lower secondary schools took part in our testing. The individual responses were coded and subjected to Scientia in educatione 68 10(1), 2019, p. 68–89 statistical analysis. Possible causes of pupils’ responses were subsequently investigated in semi-structured interviews with another 20 pupils. The testing was preceded by an analysis of several textbook series designed for primary schools, which indicate that the pupils’ concept of the triangle and the rectangl...

Learning about hydrocarbons in a chemistry class requires a high understanding of concepts and memory. Students usually only focus on memorizing and understanding the material when studying hydrocarbons in order to get good grades during exams, as happened to the grade 11 students in one of the schools in Lampung. This results in students not really learning about hydrocarbons and how they are useful for daily life. The purpose of writing this paper is to explain the study of the application of Ausubel's meaningful learning theory with the Contextual Teaching and Learning (CTL) strategy on hydrocarbon material based on a biblical perspective. Ausubel's meaningful learning theory with a Contextual Teaching and Learning strategy can help students find the meaning of learning because this theory emphasizes the integration of information that is relevant to a student's life or context. Through contextual learning students also obtain life values based on a biblical perspecti...

Crystal structures per se are rarely described in any detail in typical first-year chemistry texts, except perhaps for a brief and usually unsatisfactory account of such simple structures as those of rock salt (NaCl), fluorite (CaF2), CsCl, diamond, and graphite. Such presentations are sometimes associated with an elementary account of X-ray diffraction, Bragg's law, and perhaps some indication of the procedures by which structures are determined-all this in just one chapter on "the solid state". Yet throughout such texts there

Virtual Reality (VR) is emerging as a key tool in education, transforming both teaching methods and learning experiences. This study examines its impact through an experimental investigation involving 554 university students who interacted with VR-based learning objects. Usability, technical quality, aesthetics, and effectiveness in information acquisition were assessed. The results indicate high usability levels, with scores exceeding those reported in previous studies, as measured by the System Usability Scale (SUS). Version 1 of the VR objects, which included additional elements such as music and stimulus variation, received higher ratings than Version 2, particularly in terms of educational and social utility. While both versions were positively evaluated, Version 1 demonstrated a significantly greater impact on academic performance and student attitudes. Interaction with the VR objects substantially facilitated knowledge acquisition, highlighting the transformative potential of this technology. In conclusion, VR significantly enhances the educational experience and fosters a positive attitude toward learning, thus supporting its integration into academic curricula. These findings endorse the use of VR as an innovative and effective resource to enrich traditional teaching methods. RESUMEN La Realidad Virtual (RV) emerge como una herramienta clave en la educación, transformando el modo de enseñar y aprender. Este estudio analiza su impacto mediante una investigación experimental con 554 estudiantes universitarios, utilizando objetos de aprendizaje en RV. Se evaluaron aspectos de usabilidad, calidad técnica, estética y eficacia para la adquisición de información. Los resultados revelan una alta usabilidad, con puntuaciones superiores a estudios anteriores según la Escala de Usabilidad del Sistema (SUS). La versión 1 de los objetos, que incluía música y variación de estímulos, fue mejor valorada que la versión 2, especialmente en utilidad educativa y social. Ambas versiones fueron calificadas positivamente, pero la versión 1 mostró un impacto más significativo en el rendimiento académico y en la actitud de los estudiantes. La interacción con los objetos de RV facilitó de forma notable la adquisición de conocimientos, evidenciando el potencial transformador de esta tecnología. En conclusión, la RV mejora significativamente la experiencia educativa y promueve una actitud positiva hacia el aprendizaje, por lo que se recomienda su integración en los programas formativos. Estos hallazgos apoyan el uso de la RV como un recurso innovador y eficaz para enriquecer los métodos de enseñanza tradicionales.

Tujuan dari pengembangan game pembelajaran kimia materi teori atom dasar ini adalah untuk membantu pemahaman siswa sebagai young learner agar lebih mudah dipahami dan menarik untuk dipelajari mengingat penurunan minat belajar young learner di masa dan pasca pandemic Covid-19. Game-based Learning ini dibangun menggunakan model pengembangan RPG (Role-Playing Games) berbasis Quest-Driven Learning (QDL) untuk pembelajaran kimia yaitu teori atom dasar dengan System Development Life Cycle (SDLC) sebagai metode pengembangan sistem. Genre game RPG merupakan dasar pembuatan perangkat lunak berupa game pembelajaran, yang mana mengacu pada pendekatan model Quest-Driven Learning yang menerapkan konsep berupa reward untuk proses pembelajarannya. Pemberian materi pembelajaran utama berupa main quests (teori atom dasar) dan side-quests (pengembangan ilmu kimia yang masih berkaitan dengan teori atom), yang mana side-quest baru dapat ditempuh oleh siswa setelah menyelasaikan setiap main quests pembelajaran teori atom dasar. Hasil implementasi game "Atom Man" ini didapat penilaian tingkat minat young learner 90%, dan minat belajar kimia materi atom dan menyenangkan 90%. Siswa sebagai young learner menganggap game pembelajaran "Atom Man" sebagai game (permainan), sekolah (school), dan petualangan (adventure) yang membantu siswa dalam pembelajaran kimia teori atom dasar.

As dificuldades conceituais no ensino de Química são comuns entre estudantes de diversos níveis de escolaridade, essas dificuldades podem ser atribuídas a uma combinação de fatores pedagógicos, epistemológicos e contextuais. Assim, algumas das principais causas e implicações: (i) Natureza abstrata dos conceitos de Química; (ii) Linguagem e simbologia química; (iii) Deficiência de base matemática; (iv) Fragmentação do conhecimento; (v) Metodologias de ensino tradicionais e outros. A Realidade Aumentada é uma tecnologia utilizada para unir o ambiente real e o virtual, por meio da renderização de objetos em 2D e 3D com interação, ou não, do operador (Queiroz et al., 2017). A Realidade Aumentada (RA) proporciona uma experiência personalizada de aprendizado, em que os estudantes podem avançar em seu próprio ritmo, revisitar conceitos, que na percepção deles, são complicados, além de obter feedback imediato sobre seu desempenho. Isso é particularmente benéfico para aqueles que possuem diferentes estilos de aprendizagem ou que requerem apoio adicional. Através da adaptação dos conteúdos de química à realidade aumentada é possível oferecer uma abordagem mais inclusiva e individualizada, atendendo às necessidades específica de cada estudante. Em correlato, a tecnologia da realidade aumentada também promove a colaboração e o trabalho em grupo. Neste contexto, é essencial compreender a importância das novas tecnologias da educação, visto que estas inovações vão além de inserir smartphones em sala de aula, busca-se, definir objetivos para que estes aparelhos integrem a aprendizagem (Ferreira; Santos, 2020). Dessa forma, foi planejado uma aula para ser vivência com os estudantes do 1º Ano do Ensino Médio, numa escola da rede pública estadual, no município de Gravatá-PE. Essa aula foi planejada dentro do Percurso Metodológico Lúdico (PML), proposto por Nascimento (2022) que visa 5 (cinco) etapas: Antevisão, Preparação, Intervenção Lúdica, Referendo e Reconstrução Conceitual. E o objetivo desta aula é utilizar a Realidade Aumentada - Zappar[1], para aprimorar os conceitos químicos sobre os modelos atômicos e abstração existentes entre cada modelo, já no ponto de vista da pesquisa científica, o objetivo da pesquisa é investigar como o uso da Realidade Aumentada, por meio do aplicativo Zappar, pode contribuir para o aprimoramento da compreensão dos conceitos químicos relacionados aos modelos atômicos no Ensino Médio, promovendo maior engajamento, interação e aprendizagem ativa entre os estudantes.

This study examined the impact of Higher Order Thinking Laboratory Strategy (HOTLS) and Inquiry Strategy (IS) in Senior Secondary School Students' Academic Performance in Chemical Kinetics in Makurdi metropolis of Benue State, Nigeria. Three research questions guided the study while three hypotheses were formulated and tested at 0.05 level of significance. The study employed non

This paper examines the still somewhat newly minted defintions of traditional SI Metric units fixed to modern calculated Constants of Physics and what has changed as a result of transitioning between tangible artifact defined units previously utilized

The need of promoting the affective dimension of chemistry literacy in students, through expressions of interest in chemistry-related topics and positive attitudes toward this field, has been emphasized in chemistry education. Thus, the purpose of this study was to understand students' attitudes toward chemistry between the ages of 12 and 14, as well as how their participation in a citizen science project called Perceiving the Value of Chemistry behind water and microplastics (PVC) contributed to possible attitude changes. Although the research focus was chemistry education, chemistry and physics are taught as part of one subject in Portugal, so the attitudes towards physics and chemistry scale was used as a pre-and post-test. The pre-test showed positive attitudes towards physics and chemistry. In the post-test, the control group exhibited significantly negative changes in attitude, in all dimensions; whereas the experimental group revealed no significant changes. Pedagogical dynamics also affect students' attitudes toward chemistry, so we undertook interviews to investigate the project's impact on the pedagogical practices of the nine participating teachers. The results suggest that activities developed within the PVC project were formative for the teachers, allowing them to reflect on their practices and promoting an interdisciplinary approach to the topics addressed, in addition to enabling students to use knowledge in different and new perspectives. Moreover, through the development of pedagogical resources and training within this project, teachers recognized that they would continue this experience.

Human-Computer Interaction, including technology-aided instruction, is beginning to focus on virtual reality (VR) technology due to its ability to support immersive learning, teaching through simulation, and gamification of learning. These systems can deliver high-level multisensory learning experiences that are important in the teaching of many subjects, especially those involving abstract concepts or requiring spatial skills, such as organic chemistry. Haptic experiences with VR, however, remain a challenge. In addition, development have focused on general entertainment/gaming; VR systems in chemistry implement simulations of the chemistry laboratory and other advanced systems whereas those that support safe, game-like, immersive and multisensory learning of organic chemistry with haptics at pre-university education levels are scarce. We developed the VR Multisensory Classroom (VRMC) as an immersive learning environment within a VR head-mounted display, where learners employ hand ...

Augmented Reality (AR) technology is developing rapidly as an interactive learning media. The use of AR in the human digestive system material aims to provide meaningful learning. In its implementation, AR provides 3D animated display of digestive organs that integrated by the roadmap, so students are interested in learning the process of the human digestive system compared to using 2D media. This research utilizes HP Reveal application to display 3D objects such as the stomach, pancreas, and liver. Pre Test and Post Test results through the research design using nonequivalent control group, it was gained understanding of the concept of digestive system material in the experimental class using AR by 82,1% compared to the gain of understanding of the control class concept by 50,06%, it means the use of AR deserve to be used as an alternative learning media in improving students' understanding of concepts.

Background The fruit and vegetable processing industry play an important role in processing of agricultural products. India ranks third in the production of dried fruits and vegetables. India ranks third in the production of dried fruits and vegetables. The industry is largely decentralized and India has a large number of small-scale units having small capacities up to 250 tons per annum. The commercial production of processed fruits and vegetables is very low in India, contributing only to around 2.2 percent of the total food production. The growth of this industry will bring immense benefits to the economy, raising agricultural yields, enhancing productivity, creating employment and raising life standards of people across the country, especially in rural areas. The commercial production of processed fruits and vegetables is very low in India, contributing only to around 2.2 percent of the total food production. Dehydrated fruits and vegetables projects are a new product of value addition series where the shelf life is increased & space for storage is reduced along with easy transportation. Demand for fruits and vegetables are prevalent across length and breadth of the country throughout the year. However, due to specific climatic requirements availability/supply of most of these crops is seasonal. So, preservation through dehydration technique can play an important role. Moringa has been used for centuries due to its medicinal properties and health benefits

This study investigates the assessment practices of senior high school mathematics teachers in Ghana, examining both the dominant classroom methods and teachers' self-rated assessment skills, as well as the extent to which teacher background characteristics are associated with these practices. Drawing on a national survey of 516 teachers, the results show a strong reliance on traditional paper-and-pencil tests, with high self-reported confidence in administering such assessments. Formative and datadriven practices, including the use of standardized test data and diagnostic assessment, remain infrequently implemented and are associated with lower self-assessed competence. Multiple regression analysis revealed that participation in assessment-focused professional development was the only significant predictor of both broader assessment practice and higher perceived assessment skill, while years of teaching experience, gender, WAEC examining roles, and academic qualifications were not significantly associated. These findings underscore the importance of targeted professional development in strengthening assessment literacy and highlight persistent gaps between policy intentions and classroom realities. The study recommends sustained, context-relevant training to promote more effective and varied assessment practices in mathematics education.

For higher education faculty, GenAI can analyze patterns of engagement with online course content, shedding light on possible areas of improvement and opportunities to facilitate personalized learning. Faculty can plan for early intervention strategies based on data analysis by AI tools that identify students who may be struggling. GenAI can also assist faculty with designing inclusive and accessible learning environments, thereby enhancing engagement from diverse groups of learners. GenAI has shown potential in improving students' historically low engagement with feedback. This is made possible by providing opportunities for students to interact with tools in distinctive engagement patterns that require them to think, feel, and act differently compared to their responses to feedback from humans. This editorial introduction to the Special Issue titled "Exploring the Impact of Generative AI on Student Engagement in Higher Education", for the journal Education Sciences, invites articles and studies that discuss the potential of GenAI to elevate student engagement in online learning within higher education, while also considering ethical, instructional, and empirical challenges.

The research of Lesson Study followed by the observation composed by analytical expertise lecturers was conducted. The aims of this activity are to raise the quality of lesson plan produced by the lecturers, the mastering of learning material for each of lecturers conducting the Principles of Analytical Separation course, the knowledge of observing the learning activity, and motivation of lecturer for self-developments. The responses of lecturers showed that they acquired a good comprehension, particularly on how the students learning and how lecturers teaching. The others are they got a positive value inside the learning process; they had the ability to improve the learning process systematically through collaborative inquiry and they got knowledge from the other lecturers. Thereby, the Lesson Study activity had to be experienced the benefi t by the analytical expertise lecturers. From the obtained results, it is suggested that the lesson study would be applied continually and collaboratively, so we could gain various benefi ts such as collegiality strengthening and the reinforcement of daily learning activity related to the long term purposes.

The various ways of approaching learning are generally termed learning strategies. Students adopt different types of learning strategies during the process of learning in other to attain the objectives of teaching. Learning strategies may have considerable effect on students' achievement when explaining scientific concepts. This study investigated the effects of collaborative and competitive learning strategies on upper basic 11 students' achievement in Basic Science, in Southern senatorial zone of Taraba State, Nigeria. It also sought to find out the influence of gender on students' achievement under the two learning strategies. Three research questions and three hypotheses guided the study. The design was quasiexperimental, specifically, the non-equivalent control group design. The population comprised twenty three thousand, five hundred and twenty two (23,522) students, in all the government secondary schools in Takum and Wukari Local Government Areas of Taraba state. A sample of three hundred and ninety seven (397) students was randomly drawn from eight intact classes from four schools in the study area. Two schools were exposed to collaborative learning strategy while the other two were exposed to competitive learning strategy. The instrument for data collection was the Basic Science Achievement Test (BSAT). Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses, at 0.05 level of significance. The result of the study among others revealed that collaborative learning strategy enhanced students' achievement in Basic Science. Also that gender does not have a significant influence on students' achievement in Basic Science. Based on these findings, the researchers recommended among others that Basic Science teachers should adopt the use instructional strategies that will encourage students to develop and use collaborative learning strategy in learning basic science concepts. Also government should endeavor to organize regular workshops to train Basic Science teachers on the development and adoption of collaborative learning strategy for curriculum delivery.

Earth Day 2021, with the theme of "Restore Our Earth", along with Chemists Celebrate Earth Week 2021 from ACS with the theme "Reducing Our Footprint with Chemistry", provides a rich opportunity to reflect on the extent to which we integrate sustainability into chemistry education. Chemistry plays a central interdisciplinary role among all the sciences. It provides the essential key to understanding chemical processes and products operating within and among physical, biological, ecological, and engineered systems with far-reaching impacts on the health and well-being of people and our planet. Capitalizing on this pivotal role requires interchanges of knowledge among all these disciplines as well as the social sciences, humanities, and the arts, so that we can tease out the specific knowledge relevant to sustainability in the chemistry curriculum. This editorial highlights how the interdisciplinary work of integrating sustainability into chemistry education can be guided by systems thinking, and by the United Nations Sustainable Development Goals and Planetary Boundaries frameworks. Such systematic approaches can energize educators and learners to situate chemistry within a broader landscape of knowledge and thus tap chemistry's potential to enhance sustainability.

En este artículo analizo las ventajas y los inconvenientes de utilizar el hidróxido y el óxido de plata en las enseñanzas medias. Además, descompongo el óxido de plata para obtener plata metálica en polvo, y aprovecho para hacer plata coloidal, así como revisitar el famoso espejo de plata, el llamativo árbol de Diana y, finalmente, hacer una minúscula cantidad de fulminato de plata.

Повышение плотности технической воды и снижение заряженности от илистых дисперсий и мутности с помощью селитры и солипо методу Бабиева Сергея Ивановичаосуществлённый методом соединения многовалентных ионов. Позволивший удалить взвешенные твёрдые частицы, которые вызывают мутность воды, путём объединения их в более крупные агрегаты (хлопья).

Undergraduate science instructors at Georgia Gwinnett College (GGC) used wireless technology and applications to re-visit the Thayer Method of teaching and learning to create an updated method that works with and engages 21 st century students. The method used by instructors at GGC currently focuses on the general and organic chemistry courses and emphasizes use of a detailed syllabus and wireless applications that guide student preparation before class, instructor Q/A to gauge progress at the beginning of class, student problem solving "at the boards" during class and frequent feedback via quizzes. As students prepare (anywhere and anytime in a mobile environment), they may access smart phone viewable course materials -"flashcards" containing basic chemical nomenclature, structures, and reactions, and mini-lectures of course content prepared using the Smart Board Airliner. Coupled with a student friendly text, these smart phone applications enable substantial student preparation, maximizing accomplishment of the underlying premise of the Thayer Method. This paper and presentation describes the components of the updated Thayer Method, and to illustrate its implementation in our principles of chemistry and organic chemistry courses, provides video segments of actual student-instructor class time, as well as audio and written examples of student comments. Students and instructors have found this approach to learning preferable to the traditional lecture presentation.

This short article consists of some thoughts derived from a longer paper (Palmer, 1992), together with some more recent ideas. I became interested in buckminsterfullerene (Buckyballs) as a result of an E-Mail discussion of the topic in 1991. The chemistry of buckyballs is now evolving very rapidly and is gradually creeping into school curricula. The focus of this article is thus not on buckminsterfullerene, but on how, at what level and in what form, material about buckyballs is being or should be included in school curricula.

AI has transformed English language learning and teaching, and has shown its potential for being a personalized tutor, editing texts, providing bidirectional translations between English and other languages, and summarizing academic articles. This Special Issue addresses issues pertaining to AI in relation to ESL/EFL teaching and learning, exploring the challenges and opportunities of integrating AI into ESL/EFL teaching and learning from primary through tertiary levels. We encourage submissions that consider diverse language backgrounds and learner ages, as well as those that provide innovative perspectives and/or research methodologies. In this Special Issue, original research articles and reviews are welcome, and research areas may include, but are not limited to, the following topics:-AI and personalized learning;-AI applications in ESL/EFL teaching and learning;-AI plagiarism and other ethical concerns;-AI and teacher identity;-Stakeholders' perspectives on using AI in ESL/EFL

Name Reactions and Rearrangements by Sudhir Nama is a powerful one-stop guide for aspirants of CSIR-NET, GATE, and IIT-JAM who want to master organic chemistry with precision and confidence. Rather than just listing reactions, this book takes you through a step-by-step exploration of each name reaction and rearrangement, helping you visualize the underlying mechanisms and develop a deep conceptual understanding.

What makes this book truly unique is its exam-focused design. Each chapter is structured to provide concise explanations, crystal-clear illustrations, and logical flowcharts that make even the most complex transformations easy to digest. Alongside theory, the book integrates exam tips, strategic shortcuts, and key revision notes—ideal for quick learning sessions before exams.
To help aspirants practice effectively, Sudhir Nama has curated 500+ previous year questions (PYQs), thoughtfully arranged and solved, giving readers a real sense of exam patterns and helping them build problem-solving speed and accuracy.

Whether you are revising core concepts, strengthening weak areas, or aiming for top ranks, this book functions as both a mentor and a practice companion, guiding you through every stage of preparation. Sudhir Nama’s expertise ensures that students gain not only knowledge but also the confidence to face competitive exam questions head-on.
Key Features at a Glance

Comprehensive Coverage: 50+ important name reactions and 60 rearrangements, explained thoroughly.

Step-by-Step Mechanisms: Easy-to-follow, well-illustrated mechanisms for crystal-clear understanding.

Exam-Centric Approach: Tips, shortcuts, and smart strategies for tackling tricky questions.

Quick Revision Tools: Key points and summary tables for last-minute review.

Extensive Practice: Over 500 PYQs with detailed solutions for hands-on learning.

This book is not just a textbook but a strategic preparation tool that helps students bridge the gap between theoretical knowledge and exam success. For anyone serious about excelling in organic chemistry, it’s a must-have resource.

Message from the Guest Editor This Special Issue will provide a spotlight on novel strategies for reaching a diverse audience in science education. Research papers from multiple contexts are welcome, including those from formal or informal educational environments with kindergarten through college-aged students. Many students struggle to develop their science identity or to feel included in traditional science education environments. In order to cultivate a robust and creative cohort of future scientists, science education must adapt to appeal to a broader audience. This Special Issue will focus on pedagogies and outreach initiatives that reach nontraditional or underserved audiences in science, as well as strategies for retaining these students long-term. Topics may include, but are not limited to, the intersection of natural science and other fields of study (such as art, social sciences, and creative writing), the influence of culture, ethnicity, or gender on science identity and belongingness, the success and retention of non-traditional college students in STEM (such as transfer students), and unique environments/strategies for science outreach opportunities.

Remedying disparities for minoritized students in STEMM requires systemic institutional transformation. This Special Issue invites, therefore, research on those approaches that can generate more effective strategies to transform STEMM education to become more inclusive for all students. We prioritize solutions over diagnosis, seeking studies that demonstrate effective institutional change. Submissions should employ multidisciplinary perspectives (social sciences/STEMM) and examine systemic factors across levels: societal, institutional (e.g., universities), departmental, or their interrelations. We encourage work on stakeholder roles (faculty, students, policymakers), understudied institutions (e.g., minorityserving/community colleges), and global/comparative contexts, with attention to intersecting social identities. Manuscripts must generate novel insights for equitable STEMM transformation. Papers may be submitted from now until 10 February 2026 as papers will be published on an ongoing basis. Please contact any of the editors with questions or ideas for submission. We look forward to receiving your contributions.

Most of the important scientists of the 19th Century working in electrochemistry and related fields held certain views regarding the interrelations between stuff and electricity. Michael Faraday for instance (1791-1867), the inventor of the notion “ion”, in his Experimental Researches ...

O presente trabalho, com base em pesquisa bibliográfica, busca primeiramente definir o conceito de neurociência e promover uma revisão de contribuições realizadas pelo campo da neurociência na área da educação, destacando sua relevância no contexto contemporâneo, marcado por avanços tecnológicos e mudanças nas dinâmicas de ensino-aprendizagem. Ao explorar o funcionamento cerebral e compreender melhor mecanismos cerebrais, educadores têm informações de grande relevância para o desenvolvimento de práticas pedagógicas mais eficazes, inclusivas e personalizadas, potencializando a aprendizagem através de metodologias integrantes e práticas inovadoras. Alinhado às exigências da sociedade atual, os saberes neurocientíficos aplicados na educação possibilitam cooperação ativa entre áreas, promovendo transdisciplinaridade e oferecendo subsídios para que educadores saibam como atender a turmas heterogêneas que apresentam desafios como dificuldades de aprendizagem, diversidade cognitiva e impacto de fatores no rendimento escolar, além de estarem adequados às revoluções educacionais não somente no aspecto tecnológico, mas também no que tange a continuidade de estudos e práticas que fortalecem a integração entre a ciência do órgão da aprendizagem com a ciência da educação.

REFERENCE:
Amorós-Poveda, L.,  Chaljub-Hasbún, J., & Cabero-Almenara, J. (2025). Metaverse evaluation approach for Physics teaching resources. 28th International Conference on Multimedia in Physics Teaching and Learning (MPTL 28). Budapest, 4-6 september. https://indico.cern.ch/event/1467491



Evaluative research focused on learning objects with Extended Reality (XR) currently faces significant needs due to contradictory results observed in various studies. The integration and use of the metaverse in educational
contexts present numerous challenges yet to be fully resolved such as Doty et al. (2022) in Physics mixed-reality simulators or Wang (2024) in natural sciences do. Furthermore, when evaluating the concrete application of XR in tasks requiring specific cognitive elements and action skills, the findings can be contradictory. Evaluating XR introduces new complexities, particularly concerning the cognitive, semantic, and
contextual load imposed by its digital and immersive format, which requires careful consideration. Calzati and De Kerckhove (2024) attend to the metaverse as a key application in the digital ecology (2024, p. 18) and
as part of the points to attend in the digital transfromation process (2024, p. 2, pp. 65-66). Addressing this problematic, the MEREVIA and REFODIGE projects were initiated. Their core focus encompasses
the design, production, and evaluation of resources utilizing extended reality technologies. In order to substantiate its approach, the methodology consisted of analysing two different existing procedures for
evaluating educational media based on the metaverse, more particularly with a focus on XR. The first procedure was implemented in the research of Akçayir et. al. (2016) at the University of Kırıkkale in Turkey. The evaluation process was applied to attend students’laboratory skills and attitudes toward science laboratories. It was focused on the use of augmented reality (AR) employing Likert and attitude scales, questionaires, tests, observation, and semi-structured interviews. The second procedure gave priority to student perceptions, leveraging the Technology Acceptance Model (TAM). Data was collected through a questionnaire based on Davis’s (1989) TAM, used to evaluate AR medical
training content, comprising five dimensions and 15 seven-option Likert items, demonstrating a reliability of 0.895 (Cabero et al., 2017, p. 207).
In conclusion, evaluating XR in teaching contexts is difficult and often yields conflicting findings. MEREVIA and REFODIGE contribute a multidimensional pedagogical framework and an evaluation process for meaningful assessments. XR serves as a supportive tool integrated within the curriculum, requiring consideration of curricular components and teacher training as recognize Silva et al. (2024).
Agreements
The financial provision for the REFODIGE project has been furnished by the Ministry of Education of the Dominican Republic (MESCYT). REFODIGE is advised by the Project MEREVIA (PID2022-136430OB7-IOO), which is financed by the Ministry of Science and Innovation of Spain.

resum Es presenta una unitat didàctica sobre propietats i estructura interna de la matèria destinada a alumnat de 4t d'ESO. Aquesta unitat es caracteritza per un plantejament didàctic que parteix de l'experimentació d'unes determinades propietats físiques de substàncies per interpretar-les posteriorment en termes del model d'interaccions entre partícu-les. El procés de modelització de l'alumnat està orientat per mitjà de preguntes clau, analogies i ús de TIC que facili-ten la visualització de representacions del model. paraules clau TIC, secundària, estructura, laboratori, enllaços. abstract A teaching sequence on properties and internal structure of matter addressed to 10th graders is presented here. This sequence is characterised by a teaching approach that promotes experimentation of certain physical properties of substances and interpretation of these properties in terms of the model of particles interaction. Students' modelling process is oriented throug...

A survey is contacted on a limited number of first year students at a Greek university (n=54) in relation to their notions about pH and related aspects, following a semester of lectures and tutorials, both of which include teaching and experimenting upon pH. The findings attempt to correlate the assimilation of information with the school of study and with the kind of underlying background of the students since they could, in principle, have followed different high school currliculae towards entering the university courses. Namely, students who followed a curriculum termed “technological direction” in high school could follow studies at the Geology department where limited knowledge and use of pH is required at the undergraduate level, while the high school direction does not involve any Chemistry classes at all in the final year. On the other hand, Pharmacy students are overloaded with chemical information and can enter the department course only through a high school direction ter...

Within the complex and ever-changing Greek educational system, Science is taught to secondary school students throughout their six years of study, the first three (Gymnasio, junior-high school) being part of the compulsory educational program. The syllabus consists of several discrete spiral steps ensuring that certain aspects are addressed more than once. The first grade of Lykeio (senior high school) is the last year during which general studies are provided, and is therefore packed with all the possible chemical information considered appropriate for students at this age. In the present study an effort is placed towards the recording of student misconceptions concerning a spectrum of basic chemical concepts. The investigation was carried out by evaluating questionnaires composed mainly of closed type questions, which were distributed to second and third grade of Lykeio in a number of schools in Northern Greece, incorporating all types of schools existing.

The response of the Greek high-school students to the ever-changing educational program and especially their chemistry curriculum involves the adoption of the "memorize or reject" attitude rather than the assimilation of facts and laws into their scientific background. Two recent studies carried out during school years 2010-11 and 2013-14 by means of questionnaires distributed to class B and C senior high-school students in a number of Northern Greece high-schools, accidentally fell on either side of the latest modification of the Chemistry curriculum. The comparison of the overall results reveals the minimal effect of the above change on the chemical background of the students whose main purpose is to prepare adequately for the entrance examinations to University courses. The observation lies in accordance to several studies over the last four decades.

A survey is contacted on a limited number of first year students at a Greek university (n=54) in relation to their notions about pH and related aspects, following a semester of lectures and tutorials, both of which include teaching and experimenting upon pH. The findings attempt to correlate the assimilation of information with the school of study and with the kind of underlying background of the students since they could, in principle, have followed different high school currliculae towards entering the university courses. Namely, students who followed a curriculum termed “technological direction” in high school could follow studies at the Geology department where limited knowledge and use of pH is required at the undergraduate level, while the high school direction does not involve any Chemistry classes at all in the final year. On the other hand, Pharmacy students are overloaded with chemical information and can enter the department course only through a high school direction ter...

The recent introduction of the artificial intelligence language model, ChatGPT, has led to its initial capabilities garnering major attention in educational enterprises. The objective of this Special Issue is to provide a current overview of the significant impact of ChatGPT as a tool for teaching and learning and explore the opportunities it presents for educators and students to expand their cognitive abilities. In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following: Using ChatGPT in teaching and learning; Implications for teachers; How ChatGPT will change the educational landscape; Adaptations to the use of ChatGPT; Ethical issues and misuse; Transforming education with ChatGPT; Affordances of ChatGPT; Immersive learning with ChatGPT; Promises and perils of ChatGPT; Students' perspectives of ChatGPT; Teachers' perspectives of ChatGPT; ChatGPT and assessment. We look forward to receiving your contributions.

Studies in order to pursue kinetics and mechanism of chemical reactions are a vital component of chemical literature. SATL literature is still not available for promoting this vital aspect of chemistry teaching. A lesson pertaining to this important issue has been developed and various parameters of kinetic studies are explained therein.

This study examines the impact of laboratory-based teaching methods on female students' attitudes and academic performance in Chemistry in Kontagora, Niger State, Nigeria. Utilizing a quasi-experimental design, the study involved two groups: an experimental group receiving laboratory-based instruction and a control group taught via traditional methods. Data were collected through pre-and post-tests on academic performance and attitude surveys. Instruments used included the Chemistry Performance Test (CPT) and the Students' Attitude to Chemistry Laboratory Scale (SACLS). Data were analyzed using SPSS with Multivariate Analysis of Covariance (MANCOVA) and independent t-tests. Results indicated significant improvements in both performance and attitudes among students taught with laboratory methods. The study concludes that the laboratory method is an effective instructional strategy and recommends its broader adoption in Chemistry classrooms across Niger State.

Purpose: This research was on how to create Collaborative-Predict-Explain-Observe-Explain (CPEOE) instructional package and it investigated the effectiveness of utilizing CPEOE to enhance students' learning outcomes in Chemistry in Nigeria. CPEOE was modified from Predict-Explain-Observe-Explain (PEOE) by the author to emphasize that, knowledge is a social construct and as a result, instruction need to involve learners working in teams or groups to easily and successfully accomplish a common goal. Methodology: The sample of this study was made up 152 SS2 Students that were drawn from 4 senior secondary schools in Ekiti State, Nigeria using multi-stage sampling technique. Quasi-experimental research design was adopted and the instrument used for data collection was Chemistry Learning Outcome Test (CLOT). Kuder-Richardson was used to ascertain the reliability which gave a reliability value of 0.93. Three research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the hypotheses were tested at 0.05 significance level using Analysis of Covariance. Findings: It was found that there is significant difference in the mean learning outcome scores between students taught Chemistry using CPEOE and those taught using discussion method in favour of CPEOE [F(1,151)=188.100, p<0.05]. It is found that there is no significant difference in the mean learning outcome scores between male and female students taught Chemistry using CPEOE [F(1,78)=163.100, P>0.05]. Significance: It was recommended that chemistry teachers should adopt CPEOE for teaching, since it was found to be an effective instructional package in improving students' learning outcomes in chemistry.