Suchergebnisse

To meet future challenges regarding sustainability issues, science education needs to address how to educate scientifically literate and responsible citizens. One aspect of this is how to draw students' attention to the complexity in sustainability issues. Therefore, this study analyses how complexity can become visible in students' deliberations. The study has been conducted as an in-situ study at two upper secondary schools. The data was analysed using Practical Epistemological Analysis (PEA) and Deliberative Educational Questions (DEQ). The results show that four different kinds of considerations were used to visualise complexity. Those considerations regarded facts and values in relation to known and unknown facts. The considerations were used to develop a didactic model. Design principles were also developed, which together with the model can support teachers in didactic analyses regarding complex sustainability issues in chemistry education. Furthermore, the study shows that chemistry education can contribute to development of Bildung and democratic citizenship.

The integration of digital technologies into chemistry education has transformed traditional teaching methods, offering innovative ways to enhance student motivation and engagement. This article explores the various digital tools and resources available for teaching and learning in chemistry, including interactive simulations, virtual laboratories, collaborative online environments, and educational software. The article examines the effectiveness and impact of digital tools on student engagement, comprehension, and application of complex chemical concepts, emphasizing the importance of digital literacy among educators and students. The article highlights the benefits of digital support in fostering active learning, improving accessibility, and utilizing diverse learning styles. Additionally, this article discusses the challenges and limitations, associated with the adaptation of digital technologies in chemistry teaching and learning, such as technological barriers, the need for teacher training, and the potential for digital distraction. Through a systematic review of current research and experience from the DISTINCT Project, the article aims to guide educators in incorporating technology into their teaching practices, to enhance both teaching efficiency and student outcomes in the field of chemistry education. The findings highlight the potential of digital tools to promote a more interactive and engaging learning environment and improve learning outcomes in the field of chemistry as well as in other fields of science education

In science education, students should come to understand the nature and significance of models. In case of chemistry education it is argued that the present use of models is often not meaningful from the students' perspective. A strategy to overcome this problem is to use an authentic chemical modelling practice as a context for a curriculum unit. The theoretical framework for this strategy is activity theory rooted in sociocultural theories on learning. An authentic chemical modelling practice is characterized by a set of motives for model development through a well defined modelling procedure using only relevant issue knowledge. The aim of this study was to explore, analyse and select authentic chemical modelling practices for use in chemistry education. The suitability of the practices was reviewed by applying a stepwise procedure focussed on criteria such as students' interest and ownership, modelling procedure, issue knowledge and feasibility of the laboratory work in the classroom. It was concluded that modelling drinking water treatment and human exposure assessment are both suitable to serve as contexts, because both practices exhibit clear motives for model construction and the applied modelling procedures are in line with students' pre-existing procedural modelling knowledge. The issue knowledge involved is consistent with present Dutch science curriculum and it is possible to carry out experimental work in the classroom for model calibration and validation. The method described here to select and evaluate practices for use as contexts in chemistry education can also be used in other science domains.

In this paper, the education system in Bosnia and Herzegovina is presented in the light of current state-level legislation, with an emphasis on chemistry education at the primary, secondary and tertiary level. The consequences of the last war in our country still persist and are visible in many aspects of everyday life, including the education system, thus limiting the efforts of education professionals to follow international trends in education. There are three valid curricula for primary education at the national level, each of which differs in the national group of school subjects. Teaching methods are common for all three curricula and are mainly teacher-oriented. The situation is similar with regard to secondary education. Study programmes at the university level are organised in accordance with the Bologna principles. The programmes are made by the universities themselves and approved by the corresponding ministry of education. Chemical education research in Bosnia and Herzegovina is mainly conducted at the University of Sarajevo. It deals with (1) the problems of experimental work in chemistry teaching, resulting in more than 60 experiments optimised for primary and secondary school, (2) integrating the knowledge of chemistry, physics and physical chemistry for university students, with regard to students' difficulties observed during university courses and potential solutions, and (3) the effectiveness of web-based learning material in primary school chemistry for the integration of macroscopic and submicroscopic levels. For the purpose of this paper, official documents for primary, secondary and higher education have been used. (DIPF/Orig.)

Consensus exists among researchers and academics that science education, including chemistry education, is fundamental to the development of modern societies. Thus, investment becomes essential, from early years, in the education of informed citizens, prepared with scientific literacy competences and able to pursue an active, participative and responsible citizenship. In this context, school plays a major role and should provide chemistry education for all children. As such, it is necessary that teachers are able to meet this need and ensure the implementation of innovative practices, which, according to current guidelines, should be based in investigative activities of practical and experimental nature with a science-technology-society orientation, whose scientific contents are closely related to certain social phenomena (economics, politics and environment) and that meet the interests of children by helping them to explain and interpret the world around them. In this paper, we aim to present a review on the current guidelines for education in chemistry in the early years, that is, in pre-school and primary school, by applying a methodology based on practical and experimental work.

We discuss how to reduce the incongruence between outcomes (both cognitive and affective) of conventional secondary chemistry curriculum and what is to be attained: the meaningful connection of students' learning to daily life and societal issues. This problem is addressed by a design study with one curriculum unit about 'Water Quality'. With several research cycles using developmental research, we developed an emergent understanding about an instructional framework for curriculum units that embodies a coherent 'need-to-know' principle and is based on authentic practices. Using this framework we show with some other examples how a context-based chemistry curriculum can be constructed on basis of the developed 'need-to-know' principle.

Περιέχει το πλήρες κείμενο ; In Project-based learning, students perform learning process by preparing a project in a chosen subject. The basic steps in this process are; determining the target question, determining the main aims of the study, forming the teams, determining the properties and presentation type of the result report, forming the working agenda, determining the control points and evaluation criteria. According to the working agenda, team collect data, organize them and prepare a presentation report. In the study; the students attend the 5th class of Hacettepe University, Faculty of Education , Department of Chemistry Education and were requested to prepare related with a chosen subject in the science education curriculum as well as evaluate the knowledge and data that they collected online. Students prepared 12 projects in groups of 3. After the Project presentation completed, the advantages of online data collection was discussed. After this, in the evaluation stage, an "Online Searching Questionnaire in Project-Based Learning" was used. The questionnaire consists of questions such as: Did you use search engine tools when you were searching the Internet about Project-based learning? Did you use scientific databases when you searched on the internet?; Did you use the government websites? Did you use personal web-sites, when you ….?After the evaluations, it was observed that computer-assisted applications in the Project-based learning model made students fully prepare for high level projects. The project achievement points of the students were above 90%.

Περιέχει το πλήρες κείμενο ; In Project-based learning, students perform learning process by preparing a project in a chosen subject. The basic steps in this process are; determining the target question, determining the main aims of the study, forming the teams, determining the properties and presentation type of the result report, forming the working agenda, determining the control points and evaluation criteria. According to the working agenda, team collect data, organize them and prepare a presentation report. In the study; the students attend the 5th class of Hacettepe University, Faculty of Education , Department of Chemistry Education and were requested to prepare related with a chosen subject in the science education curriculum as well as evaluate the knowledge and data that they collected online. Students prepared 12 projects in groups of 3. After the Project presentation completed, the advantages of online data collection was discussed. After this, in the evaluation stage, an "Online Searching Questionnaire in Project-Based Learning" was used. The questionnaire consists of questions such as: Did you use search engine tools when you were searching the Internet about Project-based learning? Did you use scientific databases when you searched on the internet?; Did you use the government websites? Did you use personal web-sites, when you ….?After the evaluations, it was observed that computer-assisted applications in the Project-based learning model made students fully prepare for high level projects. The project achievement points of the students were above 90%.

Although several reforms have shifted the direction of education, a debate on the strengths and limitations of science education in Kosovo has not yet been initiated. The present article analyses the development of chemistry education in Kosovo and encourages questions that could shape science education practices in general. In particular, the article analyses the pre-university chemistry curriculum in Kosovo over the years, as well as examining chemistry teacher education programmes. The analysis is based on descriptive research of data and document analysis. The multidimensional analysis of the issues and challenges of chemistry education will provide recommendations for future research on chemistry education and chemistry teaching practices in order to make chemistry education and the pre-university chemistry curriculum relevant to the context of Kosovo. As pre-university education curricula, especially the curriculum for the natural sciences, and the preparation of both pre-service and in-service teachers in Kosovo are considered challenging, a firm conclusion for actions has not been reached. Nevertheless, the article seeks to spark a debate in the field. (DIPF/Orig.)

The article presents an analysis of the actual Soviet practice of out-of-school chemistry education in the early years of the Soviet power and the changes that took place in out-of-school education in the new educational environment under the influence of socio-political factors. A description of the main modernisation processes in the education system as a whole, which influenced the development and improvement of Soviet out-of-school chemistry education in the 1920s, is presented. The main legislative acts and decrees of the Soviet government in the field of out-of-school education in the 1920s, which led to the renewal of the goals and content of additional chemistry education in accordance with the tasks of global polytechnic national education of the people, are considered. At the legislative level, the Soviet power had returned the management of out-of-school education to the People's Commissariat for Education, which contributed to its development and the variety of its directions and forms. The article focuses on the need to carefully study the positive historical experience of organising out-of-school chemistry education in the 1920s in order to identify the directions of its modernisation at the present stage of development of the system of additional education for schoolchildren.

A teacher's ability to deliver subject matter is a major factor in the success of the knowledge process provided to students. In creating the best learning, teachers must have a number of competencies such as pedagogical competence, personality competence, social competence and professional competence. However, the problem of teacher competence has become a deep issue at various levels of education, especially in maritime areas. Therefore, the Teaching Campus is present as a solution in developing teacher competencies in students as prospective teachers. The purpose of this study is to see the success of the Teaching Campus in an effort to develop teacher competence in Chemistry Education students. This research is a quantitative research with a questionnaire method. The results showed that the development of pedagogical competence, personality competence, social competence, and professional competence gained about 95% overall. This percentage caused all respondents to recommend the Teaching Campus to be followed by other students. Therefore, the Merdeka Campus should continue to be run to develop student competencies as prospective teachers in order to build better Indonesian education.