Suchergebnisse

Marelene Rayner-Canham and Geoff Rayner-Canham. 2017. A Chemical Passion:
The Forgotten Story of Chemistry at British Independent Girls' Schools,
1820s-1930s. London: UCL Institute of Education Press.

A chemistry course developed for non-science majors has been taught at Virginia Commonwealth University for the past five years. CHEM 112 uses current event articles from science magazines to make use of a verbal channel of learning in non-science majors, but some mathematics is necessary. Examples are given of successful presentation of nuclear chemistry and data needed for a balanced discussion of global warming. Manipulation of symbols in balancing chemical and nuclear reactions, simple algebra, and logarithms for pH and unit analysis of simple stoichiometric conversions are fundamental to basic chemistry. The population of a voting democracy could benefit from basic education in the concepts of logarithms and algebra in one variable in order to function in a society of increasing dependence on technology.

Teachers sketch diagrams and use other representations as a portion of systematic inquiry in science. This study was consist of a qualitative paradigm that examined the five students' perceptions of teachers' instructional strategies with multiple representations in the learning of chemistry. The purposive sampling techniques were used to collect data from 5 students using interview protocol in a natural environment. The audio tapped data were transcribed by the researcher and found that the teacher use of diagram is an interesting activity, teacher draw diagram for imparting the knowledge, uses relevant diagram, lecture-demonstration method is used, using charts graphs and models, assessment is done through conducting test and using questions.

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.

This research aims to summarize microscale chemistry experiments, encompassing scientific production, the most prominent researchers and countries involved, distribution trends over time, and the primary research areas. The bibliometric analysis of microscale experiments laboratory in chemistry was carried out using published documents, empirical research articles, review articles, and books published. In addition, about 213 articles and books published in internationally reputable journals were excavated from the Scopus database. Findings revealed that the number of articles on microscale experiments varied from 2010 to 2023. Meanwhile, collaborative co-authors mainly consist of researchers from the same country, and the countries involved in the collaboration are Asian, European, and American, respectively. Furthermore, there was a shift in research focus, where in the previous investigation, several examinations were carried out across disciplines, such as microscale experiments in chemistry, such as organic, inorganic, and physical chemistry. Although the current research focuses on integrating microscale experiments in chemistry learning, it has not been fully practiced among students or chemistry education students. Therefore, this may be an opportunity for further research that increases the implementation of microscale experiments into chemistry learning, especially for prospective chemistry teachers, to promote the attainment of education for sustainable development.

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.