Chemistry education (Education)

Background The purpose of this study was to evaluate the performance of widely used artificial intelligence (AI) chatbots in answering prosthodontics questions from the Dentistry Specialization Residency Examination (DSRE). Methods A total of 126 DSRE prosthodontics questions were divided into seven subtopics (dental morphology, materials science, fixed dentures, removable partial dentures, complete dentures, occlusion/temporomandibular joint, and dental implantology). Questions were translated into English by the authors, and this version of the questions were asked to five chatbots (ChatGPT-3.5, Gemini Advanced, Claude Pro, Microsoft Copilot, and Perplexity) within a 7-day period. Statistical analyses, including chi-square and z-tests, were performed to compare accuracy rates across the chatbots and subtopics at a significance level of 0.05. Results The overall accuracy rates for the chatbots were as follows: Copilot (73%), Gemini (63.5%), ChatGPT-3.5 (61.1%), Claude Pro (57.9%), and Perplexity (54.8%). Copilot significantly outperformed Perplexity (P = 0.035). However, no significant differences in accuracy were found across subtopics among chatbots. Questions on dental implantology had the highest accuracy rate (75%), while questions on removable partial dentures had the lowest (50.8%). Conclusion Copilot showed the highest accuracy rate (73%), significantly outperforming Perplexity (54.8%). AI models demonstrate potential as educational support tools but currently face limitations in serving as reliable educational tools across all areas of prosthodontics. Future advancements in AI may lead to better integration and more effective use in dental education.

When identifying learning styles, attitudes, and self-awareness/perceptions for future directions in mastering English language skills, it is important to take into account psychological and sociolinguistic elements as well as other external factors that can impact students' abilities and understanding. This study employed a Likert-based survey approach to examine significant challenges encountered by students, and the quantitative and qualitative findings were analyzed and interpreted by the professors. The researchers were able to observe that visual aids, class participation, positive attitudes in academic activities, positive attitudes towards other students' contributions and non-verbal reactions, and being team players are important factors in achieving success in the classroom. It was evident that students showed moderate performance in these areas. However, the researchers, who are an English language educator and a psychologist, still view the students' individual and group evaluation feedback as a way to create support methods for boosting student engagement and personal development, ultimately leading to higher ratings, and for encouraging reflective practice among professors.

Human social existence relies heavily on pragmatics. Consequently, failure to understand certain communicative features leads to unsuccessful interactions, as interlocutors' communicative needs remain unmet, especially in the digital age, where communication occurs through or with machines. This study, therefore, investigated key pragmatic aspects of the language use of selected LLM-based chatbots, including how they vary their language style across prompts and contexts, the consistency of their politeness strategies, and the influence of prompt genre on stylistic features. Grounded in the Speech Adaptation in Human-Computer Interaction theory, the study employed a comparative qualitative method to analyze 36 purposively stratified screenshots from five notable LLM-based chatbots. The results show that the chatbots differ in sentence length, phrasing, formality, prompt adaptation, humour, human simulation, idioms, and structural signposting, as well as in the frequency of contractions and passive constructions. The study also revealed that the chatbots consistently respond to face-threatening acts with respect, empathy, self-criticism, and willingness to cooperate. Significant findings include: Perplexity has the lowest frequency of contractions and least human simulation; Claude produces the longest responses; only ChatGPT withholds silence, shows the highest adherence to clear prompts, and cannot tell time; Gemini is the least versatile stylistically; and Copilot employs more semiotic devices but cannot generate specific APA 7th edition references using Digital Object Identifiers.

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.

This research was conducted to obtain the procedure for the production of herb powder based on Indonesian local Kaempferia galanga commodities which have proximate as well as metals and microbes contamination level that meet the requirements in the Indonesian National Standard (SNI) 01-3709-1995. Blanching and drying procedures are two things optimized in the production process of Kaempferia galanga powder in this study. The results show that the blanching procedure at a temperature of 80 °C has induced an increase in water content even though it is still below the SNI threshold. However, the application of drying procedures accompanied by increasingly intensive raw material reversal treatment has compensated for the increase in water content. Along with these conditions, there has been a decrease in ash as well as acid insoluble ash content of the resulting Kaempferia galanga herb products. This condition was strengthened by the results of the metal and microbes contamination levels analysis which showed a significant decrease, especially in the levels of copper metal contamination (25%), total plate number (9.56%) and aflatoxin (66.67%) of the Kaempferia galanga herbs powder products are produced by involving blanching stages accompanied by 2 times/hour reversal treatment.

This paper is an exploratory study that looks at how teaching and learning are affected by higher generative artificial intelligence (HGAI) models, notably ChatGPT4, ChatGPT- 4.5 and the anticipated ChatGPT- 5. With the ability to produce more dynamic and individualized learning environments, it contends that these models represent a critical turning point for educational technology. The study examines the benefits and drawbacks of ChatGPT in the classroom, taking into account how it might improve students' critical thinking and problem- solving skills. It also suggests
strategies for educators and policymakers to maximize its use in accordance with the sustainable development goals for education. The study discusses safe and beneficial ways to use these new HGAI technologies to improve education and advance students' learning. It also provides suggestions on how policymakers, teachers, scholars, and tech experts could use ChatGPT to maximize teaching and learning in order to improve STEM education and achieve Sustainable Development
Goals on Education.

A persistent challenge in training future philology educators is engaging students in deep textual analysis across historical periods-especially in large classes where limited resources, feedback, and assessment tools hinder the teaching of complex linguistic and contextual features. These constraints often lead to superficial learning, decreased motivation, and inequitable outcomes, particularly when traditional methods lack interactive and scalable support. As digital technologies evolve, there is increasing interest in how Artificial Intelligence (AI) can address such instructional gaps. This study explores the potential of conversational AI chatbots to provide scalable, pedagogically grounded support in philology education. Using a mixed-methods case study, twenty-six (n = 26) undergraduate students completed structured tasks using one of three AI chatbots (ChatGPT, Gemini, or DeepSeek). Quantitative and qualitative data were collected via usability scales, AI literacy surveys, and semi-structured interviews. The results showed strong usability across all platforms, with DeepSeek rated highest in intuitiveness. Students reported confidence in using AI for efficiency and decision-making but desired greater support in evaluating multiple AI-generated outputs. The AI-enhanced environment promoted motivation, autonomy, and conceptual understanding, despite some onboarding and clarity challenges. Implications include reducing instructor workload, enhancing student-centered learning, and informing curriculum development in philology, particularly for instructional designers and educational technologists.

Bu calismanin amaci; Turkiye genelinde katilimcilarin, etkili ogretmen niteliklerini kendi fizik ogretmenlerinin sinif ortaminda ne siklikla gosterdigini ve bunlarin cografi bolge ve okul turu acisindan degiskenligini tespit etmektir. Katilimcilara yoneltilen anket ve acik uclu soru ile bu nitelikler dogrultusunda kendi fizik ogretmenlerinin sahip olduklari nitelikleri anlatmalari istenmistir. Sonuclarda, 1398 katilimcinin verisini icermekte, bunlarin algisina gore etkili fizik ogretmen niteliklerini sergileme ortalama puaninda okul turleri arasinda istatistiksel olarak anlamli farklar bulunmustur. Etkili ogretmen niteliklerini, ozel liselerdeki fizik ogretmenleri genel lise, anadolu lisesi ve meslek liselerindeki ogretmenlerden; fen liselerindeki fizik ogretmenleri genel liselerdekinden daha sik gostermektedir. Katilimcilarin yaklasik %60’i fizik ogretmenlerinin ‘Kisilik Ozellikleri’ ve ‘Sinif ici Disiplin Tutumu’ kategorilerindeki nitelikleri sinifta siklikla sergilediklerini beli...

A variety of products, including test papers, pH paper strips, acid-base indicators, and medications, were made using floral extract. Many pigments, including minerals, flavonoids, and anthocyanin, are found in floral extracts. These pigments are highly sensitive to pH changes. The ethanolic and aqueous extracts of the petals of the Calotropis gigantea flower (Rui) were made in the current study. In various pH ranges of buffer solutions, noticeable color differences of flower extract of C. gigantea are observed. Many color pigments found in aqueous and ethanolic floral extract of C. gigantea are extremely sensitive to different chemical as per their pH variations. The synthetic indicators which are commonly used in our laboratory and the natural indicators which are prepared from aqueous and ethanolic floral extracts, provide almost identical outcomes. Using the same extracts, the pH paper and indicator have been prepared. The pH paper prepared is environmentally friendly, biodegradable and is helpful for laboratory work. This kind of research is a cheap, efficient, and natural substitute for artificial litmus paper, dye and Chemicals. C. gigantea extract indicator is more cost-effective and yield results with the same accuracy as synthetic indicators in acid base type titrations

RESUMO: Neste trabalho analisamos os recursos visuais presentes em quatro livros didáticos de Química aprovados pelo PNLD 2014/2016, sobre os fatores que alteram a velocidade das reações químicas. Como metodologia de análise utilizamos as categorias descritas por Perales e Jiménez (2002), bem como os níveis de representação propostos por Mortimer, Machado e Romanelli (2000). Os resultados obtidos indicam que há uma diversidade quanto a função didática dos recursos visuais presentes nos livros analisados. Consideramos importante a realização de análises em livros didáticos pois o mesmo é um instrumento de apoio no processo de ensino e aprendizagem. PALAVRAS CHAVE: livro didático, velocidade das reações químicas, recursos visuais. OBJETIVO: Analisar os recursos visuais relacionados aos fatores que alteram a velocidade das reações químicas, nos livros didáticos de Química aprovados pelo Programa Nacional do livro didático (PNLD) 2014/2016. O livro didático exerce um importante papel na educação básica, pois muitas vezes é utilizado como um material de apoio para as atividades de ensino e aprendizagem (Neto e Fracalanza, 2003). Segundo o Fundo Nacional de Desenvolvimento da Educação 1 (FNDE), no Brasil, a partir do ano de 2005 os livros didáticos de ensino médio começaram a ser distribuídos gratuitamente pelo governo para os estudantes de escolas públicas. Apesar de sua importância, muitas pesquisas são realizadas com o intuito de analisar os livros didáticos vigentes, levando em consideração diversos aspectos como "a produção, a comercialização, a inserção do conhecimento na evolução histórica, a qualidade gráfica e a adequação dos conteúdos (Loguercio, Samrsla e Del Pino, 2001, p. 557)". Como exemplo de análise, destacamos a pesquisa realizada por Mortimer (1988) sobre a evolução dos livros didáticos de Química no antigo ensino secundário. Já o trabalho de Lopes (1993) teve por objetivo analisar 107 livros didáticos de Química do ponto de vista epistemológico e histórico. Além 1. Fundo Nacional de Desenvolvimento da Educação. Disponível em: < livro-didatico-historico>. Acessado em: 07. Jan. 2017.

This research investigated if secondary school students' interest and achievement in the context of qualitative analysis could be enhanced using predict-observe-explain-explore (POEE) or demonstrateobserve-explain (DOE) instructional strategies. The study was conducted in Kogi Central Education zone of Kogi State, Nigeria. The study adopted quasi-experimental design. 1489 senior secondary three (SS3) students offering chemistry was the population of the study. The sample of the study was 206 students offering chemistry drawn from the population using purposive sampling technique. Qualitative Analysis Interest Questionnaire (QAIQ) and Qualitative Analysis Academic Achievement Test (QAAAT) were the instruments used for data collection. Cronbach's Alpha was used to calculate the reliability coefficient of QAIQ which yielded 0.93 while the Kendell Coefficient of Concordance was used to calculate the inter-rater reliability of the QAAAT which yielded 0.86. Mean and standard deviation were used to answer the four research questions while analysis of co-variance (ANCOVA) was used to test the four null hypotheses that guided the study. The finding revealed that that the mean difference in the interest rating between the groups (POEE group and DOE group) was significant in favour of POEE group [F1, 205=4.604, P<0.05]. It was further revealed that the mean difference in the academic achievement scores between the groups was statistically significant in favour of POEE [F1, 205=89.004, P<0.05]. Thus, it was recommended that in-service chemistry teachers should be encourage to adopt POEE strategy in order to enhance students' interest and academic achievement in the context qualitative analysis.

Adult education is a practice in which adults participate in methodical and organized activities through which they can facilitate their understanding and learning. It encompasses the entire range of formal, non-formal and informal learning activities which are undertaken by adults. Hence, the extent to which adult learners explore their full potentials and achieve the real essence of learning is dependent on the instructional delivery strategy that actively and participatively engages the learners and allows them to take full responsibility for their learning while the adult instructor assumes the role of a facilitator. This work therefore, centered on pragmatic approach to teaching the adult learner in the 21 st century in Nigeria: The dimension of Guided Discovery Instructional Strategy (GDIS). This work discussed intensively the concept of guided discovery instructional strategy as explicated by different scholars. The historical perspective of guided discovery instructional strategy was also discussed. Also discussed herein were the procedures for employing or utilizing guided discovery instructional strategy, importance of guided discovery instructional strategy and the challenges of utilizing guided discovery instructional strategy. Conclusion and recommendation was also offered herein.

Purpose: This study examined the effectiveness of technology-assisted constructivist approaches-namely, the Predict-Explain-Observe-Explain (PEOE) and Invitation-Exploration-Proposing Explanation-Taking Action (IEPT) models-in enhancing senior secondary students' self-confidence and critical thinking in identifying physical and chemical changes. Methodology: A quasi-experimental, non-randomized pre-test, post-test control group design was employed. Instruments used were the Physical and Chemical Changes Self-Confidence Scale (PCCSS) and the Critical Thinking Ability Test (CTAT), both validated by subject experts. The study population consisted of 5,543 SS1 Chemistry students in Dekina Local Government Area, Kogi State, Nigeria. A sample of 228 students from six schools was selected through multi-stage sampling. Four research questions and four null hypotheses guided the study. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). Findings: Results indicated statistically significant differences in students' mean self-confidence and critical thinking scores across the PEOE, IEPT, and traditional discussion groups [F(2, 227) = 2325.074, p < .05; F(2, 227) = 209.004, p < .05]. However, no significant interaction effects were found between instructional method and gender on students' self-confidence or critical thinking scores [F(2, 227) = .085, p > .05; F(2, 227) = .225, p > .05]. Significance: The study concludes that technology-assisted constructivist strategies significantly improve students' cognitive and affective engagement in Chemistry. It is recommended that Chemistry educators integrate the PEOE and IEPT models to foster deeper understanding, self-confidence, and critical thinking in distinguishing between physical and chemical changes.

Student gender differences in technology acceptance and use have persisted for years, giving rise to equity concerns in higher education (HE). To explore if such differences extend to generative artificial intelligence (genAI) chatbot use, we surveyed a large Norwegian HE student sample (n = 2692) using a fully mixed concurrent equal status design. Our findings show that men exhibit more frequent engagement with genAI chatbots across a broader spectrum of applications. Further, men demonstrate a heightened interest in genAI chatbots as tools and in their relevance to future career prospects. Women primarily utilize genAI chatbots in text-related tasks and express greater concerns regarding critical and independent thinking. Women also exhibit a stronger need to learn how to determine when it is wise to use and how to trust genAI chatbots. Consequences are discussed for the individual, society, and HE institutions in terms of social reproduction, diversity competence, and equitable teaching practices.

Objective: This study seeks to analyze the perception of teachers regarding the use and impact of ChatGPT in contemporary educational environments. The study is based on Davis' technology adoption theory (TAM), investigating how teachers perceive and embrace tools such as ChatGPT in education. Methodology: For this purpose, a quantitative approach was used with a descriptive study of data analysis derived through a measurement instrument such as the survey applied to teachers from different careers in different HEIs at the international level, where Spss Statistics was used as the basis for data analysis. The instrument was conformed by two section mechanisms: a Likert scale and closed questions to measure the perception of university professors. Results and conclusions: revealed that resistance to change and new policies for the correct use of chaboat (ethics) should be an exercise of nations and HEIs to encourage the effective use of the tool, within the digital literacy competence of teachers and/or students, this allows to break down a permanent evaluation within the disruption of information and communication technology in educational environments. Research Implications: Provides a clear picture of how teachers perceive the use of ChatGPT in education, which may influence future educational policies and teacher training programs. Originality/value: This study is original in its focus on the specific analysis of teachers' perception of the use of ChatGPT in educational settings, a topic still little explored in the academic literature.

This paper presents the findings of an anonymous online survey conducted in early 2024 on the use of generative artificial intelligence (GenAI) among professional translators. The survey revealed that 29.4% of professional translators incorporate GenAI into their workflow, in line with the results of another recent study. There is a significant association between the use of machine translation (MT) and GenAI, with MT users more likely to also use GenAI. Translators primarily use GenAI for writing-related tasks, such as finding contextual meanings, rephrasing sentences, shortening, summarizing and simplifying, and finding metaphors, synonyms and definitions. This suggests that GenAI enhances translation quality rather than productivity. Only 28.8% of GenAI users use it more than 50% of the time, implying that it is just one of several tools. ChatGPT is the most popular GenAI system, used by 80.8% of GenAI users, followed by Microsoft Copilot at 29.6%. However, only 20% of GenAI users pay for premium services. Many professional translators do not use GenAI (70.6%), often due to strong negative attitudes. GenAI's role as an alternative to traditional MT followed by post-editing is less common than might be expected.

The integration of generative artificial intelligence (GenAI) in higher education has opened new avenues for enhancing academic writing through student-chatbot interactions. While initial research has explored this potential, deeper insights into the nature of these interactions are needed. This study characterizes graduate students' interactions with AI chatbots for academic writing, focusing on the types of assistance they sought and their communication style and tone patterns. To achieve this, individual online sessions were conducted with 43 graduate students, and their chatbot interactions were analyzed using qualitative and quantitative methods. The analysis identified seven distinct types of assistance sought by students. The most frequent requests involved content generation and expansion, followed by source integration and verification, and then concept clarification and definitions. Students also sought chatbot support for writing consultation, text refinement and formatting, and, less frequently, rephrasing and modifying content and translation assistance. The most frequent communication style was "requesting," marked by direct appeals for assistance, followed by "questioning" and "declarative" styles. In terms of communication tone, "neutral" and "praising" appeals dominated the interactions, reflecting engagement and appreciation for chatbot responses, while "reprimanding" tones were relatively low. These findings highlight the need for tailored chatbot interventions that encourage students to seek AI assistance for a broader and more in-depth range of writing tasks.

Student gender differences in technology acceptance and use have persisted for years, giving rise to equity concerns in higher education (HE). To explore if such differences extend to generative artificial intelligence (genAI) chatbot use, we surveyed a large Norwegian HE student sample (n = 2692) using a fully mixed concurrent equal status design. Our findings show that men exhibit more frequent engagement with genAI chatbots across a broader spectrum of applications. Further, men demonstrate a heightened interest in genAI chatbots as tools and in their relevance to future career prospects. Women primarily utilize genAI chatbots in text-related tasks and express greater concerns regarding critical and independent thinking. Women also exhibit a stronger need to learn how to determine when it is wise to use and how to trust genAI chatbots. Consequences are discussed for the individual, society, and HE institutions in terms of social reproduction, diversity competence, and equitable teaching practices.

This paper explores the use of GenAI on university students in pursuit of academic excellence, with reference to South Africa. This study will embrace some of these salient issues: issues of high dropout rates occasioned by resource scarcity and meeting diverse learning needs by proposing a model that assists an individual learning experience using GenAI. This would be useful in highlighting recommendations toward effective adoption with reduced inequity in education and improvement of student achievement based on current literature and empirical investigations. Moreover, the paradigm proposed, named GAIA-SAU, would strongly focus on the development of personalized learning plans, continuous feedback mechanisms, and involvement of stakeholder engagement in delivering adaptive learning environments. This will lighten the burden for the country's path toward achieving high-quality and innovative learning, with further alignment to the goals of the National Education Strategy. Finally, the findings from this study will provide insight into educators, other stakeholders, and policymakers on ways in which best to capitalize on the use of GenAI in improving performance and equity in pursuing all students toward university education. This essay looks at how structurally advanced AI can solve these issues that stand in the way of realizing students' potential fully.

This study was undertaken to determine and compare the level of heavy metals- zinc, lead, cadmium, copper, mercury and cobalt in two species of edible clay (Nzu and Ulo) sold in four major markets namely; Ochanja, Ose,
Relief and Okpoko, in Onitsha metropolis of Anambra state, Nigeria. Heavy metals in the edible clay samples were analysed by atomic absorption spectrophotometry. Mean concentrations were computed from three replicate measurements. Data from the markets were compared by One-Way ANOVA while data between the clay types were analyzed by independent t-test. The result of the study indicate that mean concentrations (ppm) of Zn, Pb, Cd, Cu, and Co showed no significant difference [(P =.981, .479, .335, .333 and .613) for Zn, Pb, Cd, Cu, and Co
respectively] among markets. The mean concentration (ppm) of Hg (2.335±0.276) in Ochanja market however, differ significantly (P =.045) from those of the other markets, 0.621±0.244, 0.796±0.280 and 0.251±0.190 for Ose, Relief and Okpoko, respectively. Statistically reliable differences were found for Zn (P =.000) and Co (P =.003) type 1(nzu) and 11 (ulo) mean concentrations. However, mean concentrations of Pb, Cd, Cu and Hg in type 1 and type 11 clays did not differ significantly [(P =.391, .288, .243, and .613) for Pb, Cd, Cu and Hg, respectively].
There were high concentrations of Hg in virtually all samples and Cd in few samples. The high levels of Cd and Hg in the analyzed edible clays make them unhealthy for human consumption. However, further research is required to validate the reliability of these findings.

Egitimin her asamasinda oldugu gibi okul oncesi egitimde de, ogretmenin mesleki yeterlilikleri buyuk onem arz etmektedir. Bu baglamda arastirma egitim fakultesi okul oncesi ogretmenligi bolumunde ogrenim goren ogretmen adaylarinin ogretmen yeterlilik algilarinin belirlenmesini amaclamaktadir. Arastirmada bu cercevede Kars Kafkas Universitesi Egitim Fakultesi Okul Oncesi Ogretmenligi Bolumu 1. ,2. ,3. ve 4. sinifta ogrenim gormekte olan 147 ogrenci ile anket calismasi yapilmistir. Betimsel tarama modelinde desenlenen arastirmada, demografik bilgi formu ve ogretmen yeterlilik algilarini sekiz boyutta olcen “Ogretmen Yeterlilikleri Olcegi” uygulanmistir. Bunun yaninda toplam 20 ogrenciyle, yari yapilandirilmis sorulardan olusan derinlemesine mulakat yapilmistir.  Arastirma sonuclarina gore ogretmen adaylarinin uluslararasi degerler ve cevre ile iliskiler en fazla yeterli olarak algiladiklari alanlarin basinda gelirken, alan bilgisi ve ogrenme-ogretme alani en az yeterli olarak algiladi...

outbreak of Covid-19 pandemic significantly threatened the health of million people all over the world. As early as September 20 of the year 2020, a total of 33,692,000 confirmed cases were recorded across the globe which resulted major restriction in human mobility as a response to contain its spread (WHO, 2020). A qualitative study using transcendental (descriptive) phenomenological approach was conducted to explore the lived experiences of Covid-19 survivors in Catbalogan City were active cases was recorded. Key informants of the study were identified using a purposive sample who qualifies with the criteria of those: (a) tested positive from RT-PCR and deemed as recovered from Covid-19 and; (b) specifically residing in city and of legal age. Data was saturated on the 10th informants. Result showed that these Covid-19 survivors experienced heightened challenges in their physical, psychological and social aspect. Dominant challenge was concerned on their psychological which stemmed...

The outbreak of the Covid-19 pandemic hampered the economic status of one’s state hugely affecting private sectors companies particular those into providing services and transportation due to the unexpected lockdowns. The study used a qualitative-phenomenological approach in exploring the lived experiences of these retrenched employees in alignment with the study’s objective to provide descriptive presentation on how retrenchment affected their well-being and understanding with regards of how they cope with the situation. Participants were selected using purposive-sampling method identified by the researchers who meet the description of; (a) Age between 20-45; (b) Resident of Catbalogan; (c) working in the private sector particularly providing services like merchandising and transportation; (d) Involuntary retrenched in the midst of Pandemic. From the analysis of data, it was found out that retrenched employees experienced significant difficulties in addressing the implications of r...

The present study is a combination of sequential (qualitative-quantitative) exploratory type in terms of applied purpose and in terms of data collection method. First, in order to identify the components of employability skills, semi-structured interviews were conducted with purposeful samples consisting of 10 faculty members, educational psychology professors, skill based textbook authors, and employers. The analysis was performed and finally 56 indicators were identified as the main components of employability skills. Then, in the quantitative section, in order to evaluate the employability and entrepreneurial abilities of students from their own point of view as well as their teachers, first a researcher-made questionnaire was designed and then along with the entrepreneurial spirit questionnaire, on a sample of 375 male and female students. The second-high school in theoretical fields and 250 teachers were conducted in Amol city. Findings indicate that in assessing the employability skills and entrepreneurial spirit of students from their own point of view, they have acceptable and relatively high skills, while the evaluation of teachers showed that they do not have sufficient ability in problem solving skills and in the field of entrepreneurial spirit. They have a spirit of self-esteem, a source of internal control and moderate risk-taking. Also, the comparison of students in three fields of study in the extent to which they benefit from employability skills indicates the weakness of mathematics-physics students in teamwork skills as well as weakness in the spirit of motivation for progress as one of the dimensions of entrepreneurial spirit.
Keywords:
Employability skills, Entrepreneurial spirit, Secondary high school, Theoretical disciplines.

Öz: Öğrencilerin öğrenme güçlükleri ve yanlış kavramaları ile ilgili bilgi birikimleri, alan eğitimi bilgisi (AEB)'nin bileşenlerinden biri olan öğrencilerin feni anlamalarına ilişkin bilginin bir alt boyutudur ve bir öğretmenin sahip olması gereken önemli bir bilgi türüdür. Bu nedenle çalışmada deneyimli kimya öğretmenlerinin yanlış kavramalar konusundaki AEB'leri incelenmiştir. Durum çalışması modeline göre tasarlanmış bu çalışmada veriler gözlem, görüşme ve ders planı yolu ile toplanmıştır. Çalışmada yirmi beş yıldan daha fazla öğretim deneyimine sahip üç kimya öğretmeni yer almıştır. Çalışma sonunda deneyimli kimya öğretmenlerinin yanlış kavramaların doğası, kaynakları ve nasıl önlenmesi gerektiği konusunda sahip oldukları AEB'lerinin kısmen gelişmiş olduğu sonucuna ulaşılmıştır. Ayrıca deneyimli kimya öğretmenlerinin tamamının lisans eğitimleri sırasında yanlış kavramalara yönelik eğitim almamaları nedeniyle AEB'leri arasındaki farklılığın lisansüstü eğitim yapmaları ve farklı hizmet içi eğitim aktivitilerine katılmalarına bağlı olabileceği sonucuna ulaşılmıştır. Bu sonuçlara bağlı olarak, çalışmada sınırlı sayıda öğretmenle çalışılmış olması nedeniyle daha sonraki çalışmalarda daha fazla sayıda öğretmen ile çalışılarak kimya öğretmenlerinin yanlış kavramalara yönelik AEB'lerine katkı sağlayan etmenlerin daha detaylı incelenmesi önerilmiştir.

Em um ensino contextualizado, o curriculo escolar esta comprometido com a perspectiva de significacao dos conceitos diante da realidade vivenciada pelos educandos, relacionando o conhecimento cientifico ao meio sociocultural. Neste contexto, os temas geradores inspirados na metodologia pedagogica de Paulo Freire sugerem o ensino numa perspectiva transformadora e emancipatoria de forma contextualizada e interdisciplinar. Nessa pesquisa, pretende-se identificar e evidenciar as provaveis contribuicoes do uso da metodologia dos Temas Geradores como a pratica educativa na perspectiva de um Curriculo contextualizado e interdisciplinar. Para tal foi realizado um breve estudo teorico sobre essa tematica, seus pressupostos e diferenciais para a educacao relacionando com a pratica docente. Foi possivel reconhecer essa proposta de ensino como estrategia metodologica que pode permear a pratica docente, desafiando a integracao das areas na promocao de aprendizagens significativas que favorecam a...

Este trabalho tem como objetivo avaliar o conteudo e a abordagem dados ao tema estrutura da materia e reacoes quimicas em quatro livros didaticos de Quimica aprovados pelo Programa Nacional do Livro Didatico. A analise documental qualitativa foi realizada utilizando-se o instrumento produzido por Furio e Dominguez. Concluiu-se que os livros apresentam conteudo e abordagem bastante adequados, sobretudo a nao veiculacao de graves erros ou imprecisoes conceituais e a diferenciacao dos aspectos fenomenologico, teorico e representacional do conhecimento quimico, com a delimitacao da validade dos niveis de estudo macro e submicroscopico. Destaca-se como aspecto deficitario das obras a necessidade de se avancar no estabelecimento de relacoes sistematicas e explicitas entre as discussoes sobre estrutura da materia e as reacoes quimicas, tanto para o nivel macro quanto submicroscopico.

This research investigated the possibility of enhancing senior secondary school students’ academic performance irrespective of gender in analytical chemistry concept using Collaborative-Predict-Explain-Observe-Explain (CPEOE). The study adopted a quasi-experimental research design. Analytical Chemistry Attention Inventory (ACAI) and Analytical Chemistry
Performance Test (ACPT) were the instruments used for data collection. Cronbach Alpha was used to ascertain the reliability index of ACAI which gave reliability value of 0.87. The internal consistency of ACPT was tested using Kuder-Richardson (KR-21) formula which yielded a reliability value of 0.96. The population was 7,152 SS2 students offering chemistry in Makurdi, Benue State, Nigeria. A sample of 157 students drawn from 3 schools in Makurdi Local Government Area of Benue State, Nigeria was selected using multi-stage sampling techniques. Four research questions and four null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed among others, that there was no significant difference between the mean attention rating of male and female students taught analytical chemistry {F1, 78 =1.020, P>0.05}. It was also revealed that that there is no significant difference between the mean academic performance of male and female students taught analytical chemistry using CPEOE {F1, 78 =4.890, P>0.05}. It was recommended among others that since CPEOE is not gender sensitive. Hence, both male and female students should be involved in CPEOE classroom to enhance their attention and
academic performance in analytical chemistry. Serving teachers should be encouraged to use CPEOE in teaching analytical chemistry concepts.

Bu calismanin amaci, rehberli arastirma yontemi ile islenen kimya dersinin fen bilgisi ogretmen adaylarinin bazi kimya kavramlarini anlamalarina etkisini incelemektir. Bu calismada, zayif deneysel desenlerden tek grup on test /son test tasarimi kullanilmistir. Arastirmanin orneklemini, bir devlet universitesinde uygun ornekleme yontemine gore secilen 46 fen bilgisi ogretmenligi birinci sinif ogrencisi olusturmaktadir. Calisma kapsaminda uygulama yapilan sinifta rehberli arastirma yontemiyle kimyasal denge konusuna yonelik hazirlanan materyallerle 10 ders saati boyunca dersler islenmistir. Veri toplama amaciyla, uygulama oncesi ve sonrasinda; denge, denge sabiti, Le Chatelier prensibi, derisim, cozunme, cozunurluk ve cokelti kavramlari ile ilgili ogrencilerden anlamli cumleler olusturmalari istenmistir. Yapilan betimsel analiz sonucunda, uygulama sonrasinda kavramlarla ilgili tam dogru ve kismen dogru cumle kuran ogrenci sayisinda artis olurken; cumle yazamayan, belirsiz ifade ve kav...

Asit-baz konusu günlük hayatın ve eğitim hayatının her kademesinde karşımıza çıkmakta ve içerdiği soyut kavramlar nedeniyle öğrencileri farklı anlamlar oluşturmaya yönlendirmektedir. Öğrencilerdeki bu farklı anlamlandırmalar sonucu oluşan kavram yanılgıları bilimsel bilgilerin yanlış ilerlemesine yol açmaktadır. Kavram yanılgılarını tespit edebilmek ve bu kavram yanılgılarını giderebilmek için çok sayıda araştırma yapılmıştır ve yapılmaktadır. Buradan yola çıkarak çalışmamızda asit-baz konusunda yapılan çalışmalar sonucunda tespit edilen kavram yanılgılarının gruplandırarak incelenmesi amaçlanmıştır. Bu çalışmalarda kavram yanılgılarının tespit edilme yöntemleri de ele alınarak bir sonraki çalışmalar adına kaynak oluşturması hedeflenmiştir. Çalışmada doküman inceleme yöntemi kullanılmıştır. Elde edilen veriler içerik analizi yöntemi kullanılarak analiz edilmiştir. Araştırma " Google Akademik " ve " Yükseköğretim Kurulu (YÖK)' nun Ulusal Tez Merkezi" veri tabanında bulunan çalışmalar ile sınırlandırılmıştır. Veri tabanlarından ulaşılan çalışmalar 1998-2020 yılları arasındaki çalışmaları içermektedir. Bu çalışmaların bir çoğu asit-baz konusunda kavram yanılgıları üzerinde dururken bir kısmı da çalışmada kullanılan yöntemler sonucu kavram yanılgılarına ulaşmışlardır. İncelenen araştırmalar sonucunda asit-baz konusunda mevcut kavram yanılgıları ve bu kavram yanılgılarının tespit edilme yöntem veya teknikleri ele alınmıştır. Taranan literatürde asit-baz konusuna yönelik bir çok alternatif kavrama ulaşılmıştır ve bu kavram yanılgıları yedi kategori kapsamında oluşturulmuştur.

This study aimed at identifying and validating the processes and outputs of the
Media Thinking and Literacy Curriculum from Iranian high school teachers' and
students' perspectives. Media literacy, which can actively and dynamically
introduce audiences to media messages and products, is an essential social skill
in support of critical and argumentative thinking. McLuhan was first who used
the term media literacy. Later on, UNESCO (1982) issued a statement about
media literacy education. Based on this statement, media are among the most
powerful forces in society. Therefore, citizens should acquire media literacy and
media literacy training should be done in a systematic and coherent way to make
citizens powerful. Media literacy education has officially entered the formal
education system of Iran since 2016 through one of the tenth grade courses,
namely the 'Media Thinking and Literacy', which was approved by the Council
for Higher Education as a valuable course that can teach students how to deal
appropriately with the media.
Research Questions
1. What are the indicators of desirable Media Thinking and Literacy Curriculum
processes from the interviewees' viewpoints?
2. What are the indicators of desirable Media Thinking and Literacy Curriculum
outputs from the interviewees' viewpoints?
3. Is the model designed for evaluating the Media Thinking and Literacy
Curriculum processes and outputs valid?
Question 4: What is the status quo of the Media Thinking and Literacy
Curriculum processes as compared to the desired status?
Question 5: What is the status quo of the Media Thinking and Literacy
Curriculum outputs as compared to the desired status?
Methods
This study is of an applied present research type and benefits from an exploratory
sequential mixed methods design. First, 20 Iranian experts in the fields of Media
Literacy and Curriculum Planning and educational technology specialists were
selected based on purposive sampling and semi-structurally interviewed.
Qualitative data analysis was done by using Cresswell' (2007) steps in data analysis and by running Max Kyoda software. The findings of the qualitative
phase of this study was used to develop a researcher-made questionnaire which
was then used in the quantitative phase of the study. The questionnaire was
distributed among 459 teachers and 883842 tenth grade students in Isfahan, Iran,
who were selected based on stratified random sampling. The reliability and
internal consistency of the items of the questionnaire was then assessed by
running Cronbach's alpha and confirmed. Finally, the findings were presented.
Findings
Based on the findings, indicators of a desirable Media Thinking and Literacy
Curriculum were reasonably valid. Concerning the category of 'using new
teaching methods', the status quo of the curriculum was found to be less desirable
than what was expected. Thus, it can be stated that authorities in the education
system and curriculum planners need to review methods of teaching the Media
Thinking and Literacy Course to improve the processes and outputs of the course
and to achieve their educational goals. Moreover, they need to pay more attention
to the content and topics that are necessary for fostering critical thinking in
students and help them use the media properly.
Discussion and conclusion
Based on the findings, desirable Media Thinking and Literacy Curriculum processes involve the use of new teaching methods, practical presentation of
educational content, teacher's warm welcome to scientific discussions and critical
thinking in classroom, learners' more active participation in educational and
research activities, and improvement of learners' motivation for doing teamwork.
Considering desirable Media Thinking and Literacy Curriculum outputs, the most
crucial curriculum outputs were found to be knowledge, attitudes, and skills
which learners had acquired after completing the course. Concerning students'
correct use of media, from teachers' perspectives, and students' familiarity with
critical thinking skills, as two indicators of desirable Media Thinking and
Literacy Curriculum outputs, it was further observed that the status quo was less
desirable than what was expected. One reason might be the fact that this
curriculum could only help students become familiar with the theoretical aspects
of the course and had nothing to do with students' development and use of critical
thinking skills in real life.

Within the past decade, enormous strides have been made related to the disruptive effect of AI in education, which has grown exponentially. AI presents itself as an emerging technology that facilitates the personalization of learning, in addition to promoting debate about educational practices in educational institutions around the world. This study aims to explore the performance and accuracy of three chatbots (ChatGPT, Gemini, and Copilot) in defining five basic chemistry concepts compared to the definitions described in the IUPAC's Compendium of Chemical Terminology. To this end, this descriptive qualitative research was carried out in three stages. The results show that the chatbots presented coherent responses to the investigated scientific concepts, in addition to being configured as resources that can be used in the teaching of chemistry and assisting in the teaching and learning processes. However, although chatbots have demonstrated potential as digital didactic resources in chemistry teaching, their implementation should be carefully monitored. In the near future, it is expected that AI chatbots will become valuable resources in education, helping students in their learning journeys and using chatbots actively and critically.

Teaching and research laboratory of chemical education and history and philosophy of chemistry IRINA PETROVA ANDONOVA A Model for the Integrated Study of Chemistry and English in the Bulgarian Secondary School Synopsis of a doctoral thesis for awarding the educational and scientific degree "doctor" in a professional area-1.3 Pedagogy of training in ...

In this work, indigenous knowledge of Indonesian medicinal plants and their preparation for traditional medicines in Semarang Regency, Central Java, Indonesia, is investigated. This indigenous knowledge was incorporated into STEM-based teaching/learning as a meaningful aspect of science education in Indonesia. This indigenous knowledge was also scientifically correlated and its integration into STEM-based learning was evaluated. Field visits involving traditional medicine sellers and makers were conducted to gather information on Indonesian traditional medicines. A semi-structured interview technique was used. In addition, field observations were conducted to observe the process of preparing traditional medicines, along with literature studies on their ingredients and benefits. Twenty species of medicinal plants commonly used as herbs were investigated. The STEM approach was used descriptively in the data analysis. Comparative analysis was performed to investigate the relationship between STEM and indigenous knowledge of Indonesian traditional medicines. The correlation between the original knowledge in the community and scientific knowledge in the literature was analyzed to integrate this indigenous knowledge into STEM education and therefore to redesign the experiences in the teaching/learning process. This study showed that scientific concepts in the preparation of traditional medicines have important implications for indigenizing the science curriculum in Indonesia through an ethno-STEM-oriented teaching/learning approach.

O presente trabalho traz reflexões teóricas acerca de competências necessárias para o ensino e a aprendizagem no mundo contemporâneo, em âmbito universitário. A relação entre ensino e aprendizagem está implicada na ruptura com o paradigma dominante e a ascensão do paradigma emergente. A metodologia utilizada para construção deste artigo foi a pesquisa bibliográfica. Os resultados apontam algumas necessidades, dentre elas: de perceber a docência e a investigação como atividades complementares que se beneficiam mutuamente; de adotar a postura epistemológica da incerteza como princípio educativo da e para a pesquisa; e de construir a aula junto aos educandos. O desafio, portanto, é gestar possibilidades para o desenvolvimento de práticas pedagógicas que atendam a essas necessidades, na constituição de uma visão relacional, com maior flexibilidade e maior mobilidade, inclusive no que tange à aproximação entre universidade e escola, pois ambas têm muito a aprender, compartilhando saberes.

O Exame Nacional do Ensino Médio (ENEM) tem passado por várias reformulações nos últimos anos e, apesar disso, pode criar obstáculos que comprometem a autonomia docente, a abordagem de temas locais e o ensino. O objetivo do presente estudo é discutir as implicações curriculares do ENEM para o Ensino das Ciências Ambientais em escala local. Foram coletados dados bibliográficos e documentais, sendo analisadas as provas de Ciências Humanas e da Natureza do exame em questão, que comprovaram a pouca abordagem dos temas ambientais. Assim, observa-se que o ENEM raramente aborda questões locais em sua proposta, devendo a escola utilizar de outros instrumentos pedagógicos para melhor efetivação do ensino das Ciências Ambientais, na perspectiva de tentar aproximar os conteúdos estudados à realidade do aluno, unindo assim, teoria e prática. The National High School Examination (ENEM) has undergone several reformulations in recent years and, despite this, may create obstacles that compromise te...

Esta pesquisa tem sua origem no seguinte questionamento: o "fazer pesquisa" (desenvolver estágio de iniciação científica) é um fator relevante para a apropriação da linguagem científica por alunos de graduação em Química? Com o intuito de elucidar tal questionamento o percurso trilhado por um aluno de iniciação científica em Química foi observado durante um ano. Ao final do referido período, um documento científico produzido pelo aluno foi analisado. Procuramos subsídios para a interpretação dos dados no "Esquema de classificação dos tipos de enunciados de discursos científicos" elaborado por Latour e Woolgar. Os resultados obtidos indicaram que o aluno foi capaz de utilizar a linguagem científica da forma normalizada pela comunidade científica, empregando os enunciados adequados para cada seção do documento científico produzido.

Objective
The current research aimed at investigating the level of attention paid to the key elements and basic principles of the Iranian Islamic model of progress in the textbooks of the junior high school.
Method:
The research is applied in terms of purpose and quantitative in terms of method, and in view of its nature, the descriptive research method of content analysis type was used. The statistical population of this research includes the content of all the textbooks of the junior high school in the academic year 1401-1402 SH. The statistical sample included 10 books in 3 titles (Messages of the Heaven, Thought and Lifestyle, and Social Studies) in the seventh, eighth, and ninth grades, selected by purposeful sampling. In this research, the researcher-made content analysis checklist and the content validity method were used to determine the validity of the research tool and the Shannon entropy method was used to analyze the data.
Findings:
The findings of the research showed that among the studied books, the highest frequency of indicators of key elements and basic principles is related to Social Studies textbooks with a frequency of 1496 units and 49.45 percent, and the lowest frequency is related to Thought and Lifestyle textbooks with the frequency is 630 units and 20.83%. Among the indices of key elements and basic principles of the Iranian Islamic model of progress, the index of key elements with a frequency of 2105 units and 69.59 percent has the highest share, and the lowest share is related to the index of basic principles with a frequency of 920 and 30.41 percent.  Also, the most attention is given to the key elements of the eighth-grade Thought and Lifestyle textbook (both for girls and boys) with a frequency of 110 units and 52.13 percent, and the least attention is related to the eighth-grade Thought and Lifestyle textbook (only for boys) with a frequency of 6 units and 2.84%. In addition, the most attention related to the basic principles of the 7th grade Social Studies textbook with a frequency of 72 units and 41.86% and the least attention was related to the 8th grade Social Studies textbook with a frequency of 49 units and 28.49%.
Conclusion:
Considering that the studied indicators did not have the same distribution, we hope that the lesson planners and the textbook producers increase, by equal strengthening of these indicators, the indicators of the key elements and basic principles of the Iranian Islamic model of progress among students.

Öz. Bilgi ve teknolojinin baş döndürücü hızda ilerlediği çağımızda bu değişime ayak uydurmanın en etkili yöntemi eğitimdir. Eğitimin bireylerin yaşamlarına olan etkisinin en belirgin olduğu derslerin başında fen bilimleri dersleri gelmektedir. Hayat ile iç içe olan bir ders olan fen bilimleri dersi programın yürütücüleri olan fen bilimleri dersi öğretmenlerinin program ihtiyaçları, programın yetkinliği hakkındaki görüşleri ve programa hâkimiyetlerinin ne düzeyde olduğunun açığa çıkarılması önem arz etmektedir. Öte yandan fen bilgisi dersi programı ülkemizde 2005-2018 yılları arasında üç kez değişmiş ya da güncellenmiştir. Bu değişim ve güncellemelere ayak uydurabilen öğretmenlerin programla ilgili ihtiyaçlarının belirlenmesi bu çalışmanın temel amacını oluşturmaktadır. Araştırmanın verileri nitel yöntemlerle toplanıp analiz edilmiştir. Katılımcılara programın dört ana boyutunu yönelik ihtiyaçlarının belirlenmesi için yarı yapılandırılmış sorular yöneltilmiştir. Sonuçlar içerik analizi ile çözümlenip dört farklı tema elde edilmiştir. Bu temalardan ortaya çıkan sonuca göre de mevcut fen bilimleri ders programının öğretmenlerin ihtiyaçlarına cevap verdiği söylenebilir. Fakat programın özellikle içerik ve eğitim öğretim boyutuna yönelik hizmet içi eğitimler artırılmalıdır. Ayrıca yedinci sınıf fen bilimleri ders programının içerik olarak güncellenmesi ihtiyacı bu sonuçlara göre araştırmanın önerileri arasındadır.

One of learning alternatives that can be applied to improve students’ activity and creativity is e-learning.. Implementation of e-learning for applied graph theory course used e-module for course material, e-portfolio for student assignments, and online-based tasks that can be accessed by other students, hence it is could be as a pioneer of wider implementation of online learning. In applied graph theory course, students needed to have direct experience in solving problems in related industries/institutions. From direct application experience in the field, students raise problems, model problems in the graph, and determine appropriate methods to solve the problem. Creative thinking process could be identified from students’ problem solving task by using Creative Problem Solving (CPS) model. There are four indicators of main step (understanding the challenge, generating ideas, preparing for action, and planning approach) and eight minor step indicators (constructing opportunities, ex...

The industrial era 4.0 demands changes in various aspects of life, including using the learning strategies and media. A learning strategy that suits the demands of the industrial era 4.0 is online learning using digital information technology-based. Many platforms offered to teachers for online learning, both paid and free platforms. Google Classroom is an example of a free online learning platform. Meanwhile, Office Administration Vocational School teacher usualy conduct offline learning using PowerPoint. This study aimed to find out the effectiveness of learning media of Google Classroom and PowerPoint in increasing the learning motivation of students in Office Administration Vocational School (OAVS) in the Special Region of Yogyakarta. This study used a quantitative approach, a quasi-experimental method, and a non-equivalent control group design model. The population was students of OAVS in the Special Region of Yogyakarta, covering four districts and one city. The sample was sel...

The research assessed secondary school students' conceptions of acid-base strengths by using the conceptual change instruction accompanied with concept maps and analogies. These teaching strategies were employed to help them make unfamiliar events familiar. Within a quasi-experimental design, the sample of the study consisted of 73 secondary school students. Pre-and post-tests were used to collect data. The results showed that the experimental group that took the conceptual change-oriented instruction performed better than the control group. In light of the results, it can be concluded that employing such visuals and interactive materials as concept maps and analogies for achieving conceptual change is effective in generating better understanding of chemistry concepts.