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Under the new curriculum reform, the implementation of new college entrance examination, while posing new challenges to schools, students and teachers, career planning education has gradually attracted wide attention from the society. With the continuous advancement of education reform, the traditional school career planning education can not meet the needs of students gradually. Based on this, we fully excavate the latest career planning education resources from new textbooks, campus culture and society into subject teaching, and explore reasonable ways to carry out application. It is of great significance to the implementation of quality education, the realization of lifelong learning, the development of individuals and the embodiment of the value of subject knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

"Let he who has had neither doubts nor difficulties in Chemistry in his school life cast the first pipette." This science is full of information but it is often limited to formulas, memorization of concepts, experiments in laboratories and activities that only focus on its contents. The world must be seen through the eyes of science which must be used as a tool that helps to explain phenomena of nature so that all knowledge learned in school may be used for benefiting human beings. Therefore, this study aimed at making Chemistry accessible and attractive by using contextualized dialogues about "favorite beverages and their Chemistry". This study was developed by a High School senior who goes to the Instituto Federal do Triângulo Mineiro - Campus Uberlândia Centro, Uberlândia, Minas Gerais (MG), Brazil. Contextualizing Chemistry was a tool that made teaching easier since students participated and mentioned their favorite beverages, such as soft drinks, coffee, alcoholic drinks and energy drinks. Teachers had the opportunity to teach several chemical concepts, such as methods of separating mixtures, fermentation and molecules, besides chemical structures of sugar, caffeine, ethanol and taurine. Teachers and students also talked about solubility of gas in liquid and dissolution of carbon dioxide in manufacturing of carbonated drinks. This project showed that contextualized Chemistry teaching makes students construct their own learning process. [ABSTRACT FROM AUTHOR]

This paper reports an investigation into the dialogical relation among significant learning experiences of Chemistry, Physics and Mathematics contents in an interdisciplinary context. It aimed at answering the following questions that are relevant to the field of Exact Sciences: why do students show little interest in these courses?; where is the problem?; did Chemistry and Physics abandon Mathematics when they started to focus more on qualitative and theoretical concepts than on quantitative ones?; and how can the three courses work together to make both teaching and learning processes easier?. This study presented an actual overview of the Brazilian High School by highlighting strengths and weaknesses from the perspective of Chemistry, Physics and Mathematics teaching. The Brazilian educational scenario showed again that the three courses are the ones that students enjoy the least. The research methodology had a qualitative focus since it had an interpretative and descriptive nature. Answers given to the questions may be found in the text intertwined with some worrisome reflections, which also include the triad teacher-student-educational system. Results showed that further studies are needed to find out the reasons for multiple difficulties found in the intrinsic relations among Chemistry, Physics and Mathematics. It is disappointing to know that no satisfactory practical solution has been proposed so far. Everything has been kept in the educational ideal described by research articles, chapters and motivational quotes. [ABSTRACT FROM AUTHOR]

This study examined how teachers teaching chemistry at different levels of education perceive their levels of technological pedagogical content knowledge (TPACK) and examined the relationship of TPACK perceive levels with age, gender, teaching at different levels of education, time spent teaching chemistry, and frequency of information and communication technology (ICT) use. The study involved 261 teachers, 246 women and 15 men, from all over Slovenia, who have been teaching chemistry for an average of 18 years at different levels of education, with an average age of 45 years. The results showed that teachers teaching chemistry content perceive a high level of TPACK. There is a statistically significant correlation between age, time spent teaching chemistry, and frequency of ICT use with the perceived level of technological pedagogical content knowledge. Younger teachers, those with less professional experience and teachers who use ICT more frequently rated their TPACK higher. Based on the results of the survey, guidelines for planning the in-service teacher training that would support the development of TPACK of teachers teaching chemistry content were developed. [ABSTRACT FROM AUTHOR]

Bernard Charlot's theory of the relationship with knowledge examines how the subject appropriates knowledge throughout their lived trajectory. Based on this notion, this study identifiesseven training elements of the relationship with knowledge to explore the conceptions of Chemistry undergraduate in the state Tocantins, Brazil, regarding the role of experimentation in teaching and learning Chemistry. A qualitative research was conducted using the case study method. The balance of knowledge served as a research instrument, and the content analysis was applied to process the data. The results showed the students' conceptions oscillate between investigative and illustrative exprimentation, reflecting the school reality. However, there is a recognized need to intensify discussions about experimentation throughout the academic training. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Virtual simulations are a very useful educational resource to improve the teaching of chemistry. Their use makes it possible to facilitate the comprehension of concepts, promotes the development of scientific competences and even improves student attitudes toward chemistry. However, it is important to point out that a simulation by itself is not enough to improve student learning. Methodological design is a crucial aspect in order for its classroom use to be significant. Simulations must form part of an instructional sequence that promotes said learning, and thus the role of the instructor is key. This work conducts a systematic review with the aim of analyzing how to apply the use of simulations in the teaching of chemistry in secondary schools, delving deeper into the way in which simulations are used from a methodological perspective, in order to improve the learning processes and results. In this sense, it was found that there is an improvement in learning on both the level of content comprehension and in scientific competences. Guided research is also identified as the most effective methodology for the application of simulations in the classroom. With a look to the future, it is suggested that there is a need to conduct research on the continued use of simulations in the classroom, as well as their characteristics and the instructional methods used. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

“Let he who has had neither doubts nor difficulties in Chemistry in his school life cast the first pipette.” This science is full of information but it is often limited to formulas, memorization of concepts, experiments in laboratories and activities that only focus on its contents. The world must be seen through the eyes of science which must be used as a tool that helps to explain phenomena of nature so that all knowledge learned in school may be used for benefiting human beings. Therefore, this study aimed at making Chemistry accessible and attractive by using contextualized dialogues about “favorite beverages and their Chemistry”. This study was developed by a High School senior who goes to the Instituto Federal do Triângulo Mineiro - Campus Uberlândia Centro, Uberlândia, Minas Gerais (MG), Brazil. Contextualizing Chemistry was a tool that made teaching easier since students participated and mentioned their favorite beverages, such as soft drinks, coffee, alcoholic drinks and energy drinks. Teachers had the opportunity to teach several chemical concepts, such as methods of separating mixtures, fermentation and molecules, besides chemical structures of sugar, caffeine, ethanol and taurine. Teachers and students also talked about solubility of gas in liquid and dissolution of carbon dioxide in manufacturing of carbonated drinks. This project showed that contextualized Chemistry teaching makes students construct their own learning process.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Activities with Parents on the Computer are pedagogical tasks based on socially relevant disciplinary content with the aim of establishing the school-home connection and collaboration between parents and students, to promote digital literacy and literacy in a specific domain. This article addresses a study that aimed to investigate the contribution of the Activity with Parents on the Computer "NanoAPC", both for the development of knowledge of 8th grade students about the area of nanotechnology, and to raise awareness among parents/guardians for the said area. The activities were proposed in a formal learning environment, the school, but were carried out at home by the student and one of the parents or guardian. NanoAPC intended to help students to learn Chemistry contents contextualized with the advances and applications of nanotechnology in society, from a socio-scientific perspective. A quasi-experimental research plan was implemented, with 58 students and 58 parents/guardians participating. Students were divided into two experimental conditions that were tested: groups 1 and 2, subject to NanoAPC, but with a different initial intervention, and group 3, subject to an activity sheet. All groups were subjected to a questionnaire as a pre-test and post-test, respectively before and after the intervention. The results, resulting from the analysis of the pre-test and post-test and the answers given in the respective activity sheets, show that the students in groups 1 and 2 showed a significant improvement in their knowledge of nanotechnology compared to those in group 3. We conclude that the NanoAPC digital resource is useful for teachers who show an interest in addressing nanotechnology but who have time constraints due to curriculum management. In addition, it promotes the parent-student-computer triangulation and, consequently, raises parents' awareness of this area. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aimed to analyze an analogy used in the teaching of stoichiometry in Brazilian textbooks from a structural, semantic, and pragmatic perspective. The analogy being studied compares the fixed proportional relationships between ingredients in a cooking recipe to the relationships between reactants and products in chemical reactions. The analysis involved a review of the chapters in six textbooks that covered the topic of stoichiometry, an identification of the structure of the analogy, its characterization in structural, semantic, and pragmatic terms, and an evaluation of its presentation in the textbooks. The results showed that the analogy, present in three of the analyzed textbooks, has the potential to aid in the teaching of stoichiometry. This is because its structure focuses on the relationships between elements rather than simply describing them, and it is structurally consistent and has similarities in the contextual meanings between the mapped correspondences. The conclusion of the study suggests that although the authors of the analyzed textbooks have not fully explored all of the correspondences identified in the relational structure of the analogy, it offers a wealth of educational opportunities for teaching stoichiometry. This includes teaching concepts such as proportions between reactants and products, equation balancing, excess and limiting reactants, purity, and yield in chemical processes. [ABSTRACT FROM AUTHOR]

This paper highlights the contribution of the Interactive Instructional Teaching Method (IITM) in improving students' ability to solve unfamiliar types of questions, adversity quotient, and learning interest in chemistry on the topic of buffer solutions. Two groups of senior high school students from a public school in East Java, Indonesia, participated in this study. One group (experimental) with 29 students experienced IITM, while another group (comparison) with 31 students experienced the Direct Instructional Teaching Model (DITM). The difference in students' ability between the two groups was assessed using 10 unfamiliar types of questions of buffer solutions. This study uncovered only a small advantage of IITM students over DITM students in answering unfamiliar questions and their adversity quotient scores. However, regarding their learning interest, the contribution of the two teaching approaches was considered equal. Students' adversity quotient correlated positively to their ability to answer unfamiliar questions of buffer solutions. Meanwhile, the effect of students' learning interests and adversity quotient on students' ability to answer unfamiliar questions was found uncorrelated. [ABSTRACT FROM AUTHOR]

This paper highlights the contribution of the Interactive Instructional Teaching Method (IITM) in improving students’ ability to solve unfamiliar types of questions, adversity quotient, and learning interest in chemistry on the topic of buffer solutions. Two groups of senior high school students from a public school in East Java, Indonesia, participated in this study. One group (experimental) with 29 students experienced IITM, while another group (comparison) with 31 students experienced the Direct Instructional Teaching Model (DITM). The difference in students’ ability between the two groups was assessed using 10 unfamiliar types of questions of buffer solutions. This study uncovered only a small advantage of IITM students over DITM students in answering unfamiliar questions and their adversity quotient scores. However, regarding their learning interest, the contribution of the two teaching approaches was considered equal. Students’ adversity quotient correlated positively to their ability to answer unfamiliar questions of buffer solutions. Meanwhile, the effect of students’ learning interests and adversity quotient on students’ ability to answer unfamiliar questions was found uncorrelated.

During remote teaching, teachers were challenged to use methodologies and technologies that provide active and effective learning for students. This challenge results from the lack of experience and training of teachers on these subjects. This study aimed to understand the conceptions of a group of chemistry teachers from the public school system in the interior of São Paulo, regarding the use of active methodologies supported by digital technologies during the pandemic. Moran and Valente's ideas were adopted as a theoretical framework and the approach used was qualitative. Semi-structured interviews were used in data collection and for data analysis, lexical analysis was used with the Iramuteq software. It was noted that the professors did not use active methodologies and as a technological resource they mainly used simulators. The lack of structure and guidelines were some of the challenges found, which implies the need for investments in technologies and offers of teacher training on these topics.

Fortbildungen tragen maßgeblich zur Unterrichtsqualität bei und sind zumeist verpflichtend für Lehrkräfte. Um Fortbildungen attraktiv zu gestalten und Organisation sowie Angebot entsprechend an die Bedürfnisse der Lehrkräfte anzupassen, bedarf es regelmäßiger Analysen von Fortbildungsverhalten und ‐wünschen. Digitale Alternativen können das Präsenz‐Fortbildungsangebot ergänzen. Während der COVID 19‐Pandemie hat sich im Bereich digitale Medien in der Schule viel weiterentwickelt. In diesem Artikel beleuchten wir, wie Lehrkräfte digitale Medien für die eigene Fort‐ und Weiterbildung nutzen und ob sich das Nutzungsverhalten seit Beginn der COVID 19‐Pandemie geändert hat. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the perception of high school students about learning radioactivity content, taught by Chemistry residents, through the active Peer Instruction methodology. The qualitative research was planned and applied following the assumptions of this method. The data collected, coming from a questionnaire administered to students, was analyzed according to Bardin (2016). From the study carried out, it was noted that students had greater interest and motivation regarding radioactivity content, and it was proven that the Peer Instruction methodology helped in understanding concepts on the subject. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to evaluate the effectiveness of the flipped-classroom methodology in a virtual teaching context -prompted by the COVID-19 pandemic-in the instruction of Chemistry, as compared to the traditional approach. On the one hand, students following the flippedclassroom methodology (Bachelor's Degree in Agri-environmental Engineering) were required to review materials prepared for this purpose prior to the sessions, devoting the class time to address queries and engage in exercises. On the other hand, students the traditional method (Bachelor's Degree in Agricultural Engineering) attended on-line lectures and exercise sessions. The study assessed whether the implementation of the flipped-classroom methodology enhanced students' learning and their participation in the subject, investigating the influence of the methodologies on assessment grades and student appraisals. The findings indicated that the flipped-classroom approach reduced procrastination and increased student engagement in attending classes and completing activities. Nevertheless, a high rate of absenteeism was observed under virtual learning conditions, irrespective of the teaching method followed. Students expressed contentment with the flipped classroom activities, highlighting that it facilitated individualized learning and accommodated their learning pace. Negative feedback revolved around the lack of real-time interaction for query resolution in the asynchronous phase, as opposed to lecture-based classes where questions can be immediately addressed. While no discernible differences in grades between methodologies were observed, the flipped-classroom approach proved satisfactory, warranting its expanded use in subsequent courses following necessary improvements. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to present an analysis in five Chemistry Textbook (CT) about the presence of elements that can contribute to the scientific and critical formation of students in the light of the didactic unit Atomic Models. To this end, documentary research was carried out, with a qualitative approach, based on the guiding principles: Contextualization, Interdisciplinary, Scientific and Technological Literacy, Science-Technology-Society and Review Questions. Given the results obtained, it was found that, in the didactic unit investigated, the analysed axes do not have expressiveness in the different CTs, as they appear mostly superficially and with few possibilities of use and exploration by the teacher in the classroom. However, it should be noted that this analysis took place in an interpretative-intuitive way, considering the assumptions of each axis, in addition to being restricted to a single didactic unit of the CT, not allowing, therefore, to reach comprehensive conclusions about each collection, when considered in its entirety.

A disciplina de química no ensino básico torna-se muitas vezes “intrigantes” por parte dos alunos em determinados assuntos. No 1º ano, por exemplo, o processo de separação de misturas não é considerado um dos assuntos mais complexos da disciplina, porém, torna-se mais didática e pertinente quando se utiliza-se alguma técnica que permita auxiliar no entendimento do assunto abordado. A cromatografia em papel, por exemplo, é um método simples de separação de misturas no qual existe uma fase móvel e uma fase estacionária. Um exemplo dessas fases seriam a água e papel filtro, onde, o objetivo do trabalho exposto, é propor uma ideia que, através do processo cromatográfico, estudantes do 1º ano possam identificar e compreender o processo de separação de mistura e distinguir uma fase móvel de uma fase estacionária utilizando materiais alternativos. Foi possível observar que, as moléculas com maior solubilidade percorrem uma distância mais veloz do que as moléculas com baixa em solubilidade. Logo, a cromatografia em papel é uma técnica simples de ensino e aprendizagem que pode ser realizada com materiais de baixo custo em sala de aula ou laboratório de ciências, atraindo assim, a atenção dos alunos e acarretando a participação ativa dos discentes pela disciplina.

Copyright of Brazilian Journal of Production Engineering / Revista Brasileira de Engenharia de Produção is the property of Brazilian Journal of Production Engineering and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Brazilian Journal of Production Engineering / Revista Brasileira de Engenharia de Produção is the property of Brazilian Journal of Production Engineering and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Acid-base theory is one of the most basic and important theories in chemistry, the acid and basic strength can be referred by pKa value. In our organic chemistry course, we usually used pKa value as a useful tool to teach students many obscure theories, for example, pKa is helpful to understand the acidity strength of an acid, basicity of its conjugated base, determine the direction of acid-base equilibrium reaction, understand the strength of nucleophilicity, and the departure ability of a leaving group. Therefore, we can analyze both qualitatively and quantitatively through the pKa value of the substance. The method has been applied in practical teaching several years, and achieved very good results. [ABSTRACT FROM AUTHOR]

The concept of chemical bonding is a crucial one in chemistry that occurs throughout the school curriculum and forms the basis of many topics in chemistry. Furthermore, learning about chemical bonding allows the learner to make predictions and provide explanations regarding the physical and chemical properties of substances. However, chemical bonding has been cited as one of the most difficult chemistry concepts for many secondary and higher education students to understand, and therefore, teachers can find it difficult to teach this concept due to the complexity of the underlying theory as well as the need to use abstract models to represent chemical bonds. The teaching methods used in the implementation of the concept can also be challenging. The aim of this study is to reveal the difficulties and alternative conceptions encountered by Moroccan secondary school students when learning concepts related to chemical bonding, the main causes of these difficulties, and the strategies used by teachers to help students overcome these obstacles. In this study, we conducted a survey of 57 Moroccan secondary school physical science teachers by means of a questionnaire. The questionnaire, consisting of three parts, was used to collect the data. Each part contains closed questions, open questions, and multiple-choice questions. The analysis of the results highlights the difficulties and alternative conceptions most frequently made by the students, namely: the octet rule, the geometry of molecules, and the polarity of molecules. Factors contributing to students' misconceptions include the nature of abstract concepts, the use of models, and the difficulty for teachers to explain certain concepts related to chemical bonding. The study also presents some suggestions for improving the teaching of chemical bonding, such as integrating information and communication technologies (ICT), diversifying the teaching tools used, and taking into account students' pre-existing conceptions. This can help teachers, curriculum developers, and textbook authors make the subject easier for students and address their misconceptions. [ABSTRACT FROM AUTHOR]

Copyright of Acta Scientiae (1517-4492) is the property of Acta Scientiae and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Scientiae (1517-4492) is the property of Acta Scientiae and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Scientiae (1517-4492) is the property of Acta Scientiae and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated the effect of the concept mapping teaching approach on students’ performance in Chemistry in senior secondary schools regarding a periodic table concept. W analyzed 11,094 chemistry students from eleven public senior secondary schools in Katsina. Two schools and 128 Senior Secondary chemistry students formed the sample for the study. Three research questions with hypotheses were raised and formulated respectively to guide the study. The study was a non-equivalent pre-test and post-test control group involving one experimental group and one control group. The chemistry Performance Test was used for data collection. The study revealed that there is no significant difference in the mean performance scores of students taught a periodic table concept using concept mapping and those taught the same concept before the treatment. There is a significant difference in the performance of the students taught a periodic table concept using concept mapping and those taught the same concept using a conventional teaching method after the treatment. Also, there is no significant difference in the mean performance score that exists between male and female chemistry students.

To integrate digital technologies into the classroom, qualified training of teachers is essential so that future teachers may appropriate the use of digital technologies. To guide the integration of technologies in teaching, the theoretical model called Technological Pedagogical Content Knowledge (TPACK), designed by Mishra and Koehler in 2006, highlights the importance to relate teachers’ pedagogical, technological, and content knowledge. This mixed method study aimed to understand how the perceptions of pre-service chemistry teachers related to their Technological Pedagogical Content Knowledge bases (TPACK) are modified when participating in a teacher training program. The pre-service teachers’ pre- and post-perceptions of participation were analyzed using a quantitative questionnaire to ten participants and a semi-structured interview with two participants. The results showed that after participating in the training program, the future chemistry teachers demonstrated an increase in self-perception regarding all the TPACK’s knowledge bases, mainly regarding Content Knowledge and Pedagogical Content Knowledge. Therefore, the continuity of research supported by the TPACK framework may lead to innovative practices in pre-service teacher education. [ABSTRACT FROM AUTHOR]

This work presents an extension action involving the topic of pesticides. This theme has been extensively developed, both in teaching and extension activities. However, the differential of the action reported here is that it was all planned to be accessible to the deaf and blind communities, working in a dialogic and critical way (according to Paulo Freire) the Brazilian agricultural development model, especially the intensive use of pesticides. From the documentary “Nuvens de Veneno”, accessible materials were created: Libras window in the documentary; chemical structures of the active ingredients printed in 3D and in high relief with inscriptions in Braille and audio-described; and a printed and audio-described leaflet, contextualizing the problems caused to the environment, human and animal health. All this material was used during the activity at the National Science and Technology Week. The action was carried out both in a booth during the event, at the Federal University of Rio de Janeiro, and in the territory of a state school, during classes of chemistry of six high school classes. During the two days of exhibition at the stand, the activity generated interest from a wide range of audiences, from elementary school children, teachers - who took their classes - as well as a group of deaf students. In the school's territory, the activity moved the classes in a strong way, working on the chemistry of pesticides, social and environmental concerns, including refugee students, with intellectual disabilities, autism and cognitive and intellectual disorders. [ABSTRACT FROM AUTHOR]

Copyright of Revista Educação, Artes & Inclusão is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research, whit the design and implementation of contextualized laboratory activities in chemistry was carried out, in order to demonstrate the level of argumentation presented by teachers in initial training, first semester of the Bachelor of Natural Sciences program and Environmental Education of the Pedagogical and Technological University of Colombia “UPTC”. This research was developed with a qualitative, interpretive and phenomenological research approach, allowing us to observe the progress presented by the students under study, in terms of argumentative processes, taking as reference Toulmin who describes different levels of argumentation. The research was carried out in three phases: a diagnostic phase that allowed identifying the initial state of the teachers in training, a second phase of design and implementation of the sequence of activities based on situations of context, and finally a third evaluation phase in which the levels of argumentation reached by the students, having as a fundamental basis the triangulation of data between the experiences of the students confronted with theoretical references that would allow us to account for the results found. It was possible to identify the difficulty that students present when preparing structured arguments as proposed by Toulmin, demonstrating the lack of appropriation of scientific language that students have and the low development of this competence at the different levels of academic. Is important to promote the use of different didactic strategies such as experimentation in the classroom, which allow strengthening the different argumentation processes in students.

Culture is an essential part of human life; cultural involvement in learning can train students to find the meaning of life, including the contribution of chemistry in the cultural context of society. Teachers reported that they struggle to meet students' needs relevant to differences in culture and ability. The study aimed to investigate college students' understanding of chemistry by involving their culture with various methods, including transformative teaching and problem-solving. The research method used descriptive with a qualitative approach. The data collection techniques were projects, interviews, observation, and questionnaires. The findings revealed that the learning process involving cultural aspects could show the contribution of chemical elements in society, especially the formation of scientific cognition. Culturally responsive chemistry teaching is an innovative learning approach to training college students' understanding (novice teachers). The research concludes that a good chemistry teacher can understand the needs of students, especially knowing their cultural background. To effectively teach from diverse backgrounds, schools need teachers who understand the impact of student's home and community cultures on their educational experience. This research can also develop an instructional design, train novice chemistry teachers’ teaching skills, and develop curriculum.

Some students could not learn organic chemistry because of the difficulty of its submicroscopic nature. In this study, it was aimed to determine the effect of argumentation-based organic chemistry teaching on high school students’ argument construction skills so on their meaningful concept learning. The study was conducted on 14 high school students at a vocational high school in Turkey on organic chemistry topics through 28 hours period based on the case study. The teaching guide’s worksheets and students’ observation notes were used as data collection tools. Through the application process, the students criticized each of the seven submicroscopic nature of organic chemistry concepts’ paintings in big group discussions, then constructed their own arguments. Then the students evaluated the whole process. Content analysis was employed for the data analysis. Argumentation making students criticize the submicroscopic nature of organic chemistry resulted in a qualified student-constructed argument by making them understand the submicroscopic nature so become critical thinkers. Students’ process evaluation also underlined that the process made students joyful, motivated, creative, criticizer, and meaningful learners with a differently constructed learning environment. For further studies, different argumentation-based organic chemistry teaching environments could be offered. Anahtar Kelimeler Chemistry teaching, submicroscopic nature of chemistry, argumentation, critical thinking