This article presents experience of innovative implementation of a role play "Relations between Chemistry and Other Natural Sciences and Mathematics: Issue of Leadership between Sciences" in Master's studies. Use of this method facilitates business communications, sustains mental activity of the participants, provides team building and prepares conditions for creative thinking.
Innovative researches and findings of science educators and scholars on the effectiveness of ethno science based instructional model and approach remains unproductive in the field of chemistry education because of the continuous ignorance and neglect of ethno scientific practices by chemistry instructors. This neglect which could possibly be as a result of a lack or, inadequate awareness has stalled moves for contextualized system of chemistry education for more meaningful learning and effective teaching. In view of this, this study sought to ascertain secondary school chemistry teachers' level of awareness of ethno science practices and the predictive value of teacher variables and school location. The study adopted descriptive survey research design. Data were collected from a sample of 150 chemistry teachers drawn from rural and urban secondary schools in Akinyele, Ido and Lagelu Local Government Area, Oyo state. The instruments used were validated and each reliability tested; Chemistry Teachers' Questionnaire on Awareness of Ethno Science Practices (r=0.75) and Chemistry Teachers' Questionnaire on Value for Culture (r=0.95). Four research questions tested at 0.05 and 0.01 level of significance using Analysis of Variance ANOVA; which guided this study were answered using descriptive statistics of (mean and standard deviation), Pearson product moment correlation and multiple regression. The study revealed that chemistry teachers' awareness of ethno science was below expectation (x̅=60.34). The independent variables had significant composite contribution on awareness of ethno science (23.9%). Gender and School location both had no significant relative contribution on awareness while, Value for culture (B=0.128;t=3.166;p<0.05) and Experience (B=5.490;t=3.551;p<0.05) both had significant relative contribution on awareness. Gender had no significant relationship with awareness while, Value for culture (r=0.811;p<0.01), Experience (r=0.242;p<0.01) and School location (r=0.360;p<0.01) had significant relationship with awareness. Following these findings, it was recommended that there is need to equip chemistry teachers with indigenous knowledge of the people in the area where they teach through training and re-training. The need for government and educational research institute to encourage research on profiling of ethno science practices for integration in science classroom was also suggested. Also suggested, is the need for chemistry teachers to be given the necessary support and opportunity to formally link culture with western science in classroom instruction.
One of the goals of Education in Nigeria is the acquisition of appropriate skills, the development of mental, physical and social abilities and competencies as equipment for individual to live in and contribute to the development of the society (Federal Government of Nigeria, 2004). The realization of this goal can be impeded by non-availability of science equipment that can ensure effective teaching and learning. Many authors have, however, reported the issue of inadequacy of science equipment in educational institutions in Nigeria. (Ogunleye, 2007 in Ugwu, 2008; Ogunmade et al 2006; Nwagbo, 2008; Bajah, 1982; Osobonye, 2002). It has also been reported that the non-availability of science equipment in educational institutions serve as barrier to effective science teaching (Adeyemi, 1990; 2007), which confirms the persistent poor performance of students in science in educational institutions in Nigeria over the years. The situation is attributed to various factors, prominent among them being the issue of inadequate science equipment. The issue of inadequate funding of the education sector is also a contributing factor to the inadequacy of science equipment in educational institutions. Over the years, financial allocation to the education sector has been inadequate for the needs of the sector thus making it impossible to procure adequate equipment for teaching and learning.
According to the U.S. Government Accountability Office (GAO), college textbook prices have increased by 186% from 1986 to 2004.1 The impact of rising cost of textbooks is increasingly apparent as students are becoming more selective in the courses they enroll in, as well as more concerned with the quality of the learning experience they receive once enrolled in a course.1 In response to high textbook prices, open-education resources (OER) are increasingly becoming more accepted for student use as an alternative to traditional textbook options. OERs are open-source textbook and/or materials that are free to use without worrying about copyright laws.2 The authors on this study have created an OER textbook3 for engineering majors enrolled in an introductory general chemistry course. Understanding the impact this open-education resource on student success will allow us to explore and provide more cost-effective resources for our students. Specifically, we are interested in exploring how the use of these open-source materials may impact student learning, perceptions, and success when compared to traditional publisher-provided textbooks. We also intend to characterize additional resources used by students beyond their textbook to aid their studies. Understanding which resources students are using the most and why they find them to be useful will allow us to adapt and recommend better and more affordable resources to students. One of our studies compared students using a traditional textbook and students using our OER textbook. For the treatment group, there were significant correlations including an inverse relationship between using the internet as a resource and final grades. We also found statistically significant differences between the control and treatment groups concerning students' perceived helpfulness and use of textbook resources. In our second study we found that of the "official" resources, students use lecturer provided materials via Folio and materials generated during lecture the most and found them to be the most helpful. Of the "unofficial" resources, we found that free online study resources and peer messaging were used the most often and found to be more helpful than paid online study resources and paid or private tutoring.
One of the goals of Education in Nigeria is the acquisition of appropriate skills, the development ofmental, physical and social abilities and competencies as equipment for individual to live in andcontribute to the development of the society (Federal Government of Nigeria, 2004). The realization ofthis goal can be impeded by non-availability of science equipment that can ensure effective teachingand learning. Many authors have, however, reported the issue of inadequacy of science equipment ineducational institutions in Nigeria. (Ogunleye, 2007 in Ugwu, 2008; Ogunmade et al 2006; Nwagbo,2008; Bajah, 1982; Osobonye, 2002). It has also been reported that the non-availability of scienceequipment in educational institutions serve as barrier to effective science teaching (Adeyemi, 1990;2007), which confirms the persistent poor performance of students in science in educational institutionsin Nigeria over the years. The situation is attributed to various factors, prominent among them being theissue of inadequate science equipment. The issue of inadequate funding of the education sector isalso a contributing factor to the inadequacy of science equipment in educational institutions. Over theyears, financial allocation to the education sector has been inadequate for the needs of the sector thusmaking it impossible to procure adequate equipment for teaching and learning.
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 8, Heft 4, S. 644
Departmental examination in chemistry assesses the students' performance between the engineering and technology students and its corresponding departments. The results showed that engineering students marginally performed better than technology students and there are departments that exhibits highest mean score in the performance of both engineering and technology. It appears that students' performance has no significant difference because professors offered the same presentation of lessons, reinforcements, and evaluation whether it might be engineering or technology students. Furthermore, it showed that there is no significant difference in interdepartment performance because most of the professors were able to teach the different departments. The analyzation of this study showed that student performance in the departmental examination in chemistry depends on how the professors taught the subject.
Analytical chemistry is one of the basic disciplines in pharmaceutical education. It is the basis for further study of such disciplines as pharmaceutical chemistry, toxicological and forensic chemistry, standardization of drugs, etc. and involves the practical skills formation obtained by applying the acquired knowledges to study special disciplines and in professional activities [1, 2, 3]. Skills of qualitative and quantitative analysis by chemical and instrumental methods performing are necessary for further successful learning of physical and colloidal, organic, biological, pharmaceutical, toxicological and forensic chemistry, drug technology and other special disciplines. Within the project "New and innovative teaching methods in pharmacy" associate professors of I. Horbachevsky Ternopil National Medical University (TNMU) Mykhalkiv M. M., Ivanusa I. B. and Zahrychuk H. Ya. visited Uniwersytet Medyczny w Lublinie. We visited the departments in which students of Pharmaceutical Faculty study and told with the professors of these departments about teaching methods of disciplines, including analytical chemistry, and get acquainted with the areas of their research. In Ukraine, according to the curriculum for higher education for branch of knowledge 22 "Health Care", specialty 226 "Pharmacy, industrial pharmacy" (second Master's degree of higher education) with qualification "Master Pharmacy", analytical chemistry belongs to the legislation disciplines (the cycle of general training). This discipline is studied by second-year students (3rd and 4th semester). Until 2019 analytical chemistry for students of Pharmaceutical Faculty (specialty "Pharmacy") in Lublin Medical University (Poland) was also studied by students in the second year (3rd and 4th semester), while from 2019–2020 academic year students will study analytical chemistry at first year (2 semester). Common approaches and differences in the teaching of analytical chemistry in Ukraine and Poland are presented in this article. ; Аналітична хімія належить до базових дисциплін у фармацевтичній освіті. Вона є підґрунтям для подальшого вивчення таких дисциплін, як фармацевтична хімія, токсикологічна та судова хімія, стандартизація лікарських засобів тощо, та передбачає формування умінь застосування одержаних знань для вивчення спеціальних дисциплін та у професійній діяльності. Навички виконання якісного та кількісного аналізу хімічними й інструментальними методами вкрай необхідні для подальшого успішного засвоєння фізичної та колоїдної, органічної, біологічної, фармацевтичної, токсикологічної та судової хімії, технології ліків й інших спеціальних дисциплін. У рамках проєкту "New and innovative teaching methods in pharmacy" доценти Тернопільського національного медичного університету імені І. Я.Горбачевського МОЗ України (ТНМУ) М. М. Михалків, І. Б. Івануса та Г. Я. Загричук відвідали Uniwersytet Medyczny w Lublinie. Ми мали можливість відвідати кафедри, на яких навчаються студенти фармацевтичного факультету, та поспілкуватися із професорсько-викладацьким складом цих кафедр щодо методик викладання дисциплін, у тому числі й аналітичної хімії, та познайомитися із напрямками їх наукових досліджень. В Україні, відповідно до навчального плану підготовки здобувачів вищої освіти галузі знань 22 «Охорона здоров'я», спеціальності 226 «Фармація, промислова фармація» (другий (магістерський) рівень вищої освіти), кваліфікації «Магістр фармації», аналітична хімія належить до нормативних навчальних дисциплін, а саме до циклу загальної підготовки. Дану дисципліну студенти вивчають на другому курсі навчання (3 та 4 семестри). У Польщі, а саме в Люблінському медичному університеті до 2019 р. аналітичну хімію на фармацевтичному факультеті (спеціальність «Фармація») студенти вивчали також на другому курсі навчання (3 та 4 семестри), тоді як з 2019–2020 навчального року студенти вивчатимуть аналітичну хімію на першому курсі (2 семестр). Спільні підходи та відмінності у викладанні аналітичної хімії в Україні та Польщі наведено в даній статті.
New Zealand has seen significant change in curriculum and qualification frameworks in recent years. The implementation of the National Certificate of Educational Achievement (NCEA) from 2002 and a revised national curriculum in 2007 have underpinned the forces of change. However, preceding its implementation, the NCEA qualification sparked controversy both in the education literature and general media. This controversy around the NCEA continues. Classroom-based evidence on the impact of the NCEA on teaching and learning has a significant role in informing policy, and this work aimed to make such a contribution. As a number of secondary schools in this country offer alternative senior school qualifications, this invited the opportunity to compare the phenomenon of teaching chemistry to Years 12 and 13 students under two structurally different qualification frameworks. The overarching research question investigated in this study was: In the context of NCEA and International Baccalaureate Diploma (IBD) chemistry courses in New Zealand secondary schools, how do teachers manage the tension between learning, teaching, and assessment? Teachers' views and practices were explored through inquiry questions relating to the following: Teaching the content and procedural knowledge of chemistry (referring to curriculum and pedagogy); and their approaches to assessment. Qualitative research was undertaken from a comparative case study within an interpretive paradigm. Two case schools offered both NCEA and IB Diploma qualifications, and one case school NCEA only. A total of ten participants from the three case schools were interviewed, and short sequences of lessons taught by the participant teachers were also observed. Following the coding of the interview data, emergent themes provided direction for the simple statistical analysis of national NCEA results data. Manageability of courses and their assessment, feeling accountable for high grade outcomes, and the wish for subject specific professional development were areas that teachers of both NCEA and IBDP noted as factors that concerned them. The influence of high-stakes assessment was seen in the teaching methods used in the case schools towards preparing students to attain these qualifications. It was evident from the interviews that participants had much more to say about their teaching of NCEA than they did for the IB Diploma qualification. The imbalance in the collected data, with more being related to the NCEA, was interpreted as arising from issues related to the achievement standard structure of this qualification. The impact of the NCEA on teaching and assessment of chemistry in Years 12 and 13 was found to be significant. NCEA achievement standards were seen to be the default curriculum (rather than the New Zealand Curriculum), and drove course designs in the three case schools. Extrinsic motivation from NCEA credits and grades were considered by the teachers to be key factors in students' approaches to learning. Courses were designed to maximise grades, and teachers identified the time spent on rehearsal leading up to internal assessment as a concern. When mapped to the New Zealand Curriculum, it was evident that curricular holes in NCEA courses existed; in particular with regard to nature of science and investigation learning objectives. In the case schools, coherence of chemistry as a discipline was compromised in NCEA courses, with implications for students understanding. The performance of schools is evidently being judged, by both government and the media through the publication of league tables of NCEA grade data. This seems to be driving chemistry learning in directions that are counter to international directions in curriculum reform. Based on the findings of this study, several recommendations are made. Attention should be paid to supporting (and resourcing) full implementation of the New Zealand Curriculum, with a focus on subject specific professional development for teachers. The relationship between the New Zealand Curriculum and the NCEA needs addressing; the achievement structure of the NCEA as it currently exists, is coming at a high cost in terms of compromising pedagogy and subject connectedness. Issues of the reliability and validity of NCEA assessment also exist, suggesting that review of current implementation and assessment policy, including that relating to the conduct of national examinations, need review.
