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The study aimed to investigate the effect of computer simulation and animation-integrated instruction on pre-service science teacher trainees' conceptual understanding and retention of acid-base chemistry and stoichiometry. A quantitative approach with a pretest–posttest-delayed test quasi-experimental design was used. In the study area, there were only two sections of first-year trainees in the natural science department. So a comprehensive sampling technique of the two intact sections was employed. The two intact classes were randomly assigned to an intervention group (IG) and a comparison group (CG). Data was collected using Acid-Base Chemistry and Stoichiometry Conceptual Understanding of a two-tier multiple-choice Test (ABSCUT). Parametric statistics (independent sample t-test and ANCOVA) were used for the data analysis. The independent sample t-test was used for the pre-test analysis to examine the prerequisite experiences of trainees in the two groups and male and female trainees in the IG before the intervention. The result showed no significant difference between the mean score of the CG and IG. The result also showed no significant difference in the mean score of male and female trainees in the IG. The ANCOVA was used for post-test and delayed test analysis after the intervention. The result indicated that there was a statistically significant difference between the two groups on conceptual understanding, F (1, 49) =5.07, p=.029, partial eta squared=0.094, in favor of IG. This tends to imply the concepts of the trainees who received the intervention outperformed the comparison group. The ANCOVA result also indicated that gender difference has no statistically significant difference in the IG, F(1,24)=3.68, p=.067. The delayed-test analysis showed that the IG has higher retention than the CG. Based on the results, this study recommended that policymakers, chemistry curriculum experts, chemistry curricular material developers, and practitioners alike conside, Peer Reviewed

The aim of this study was to develop students’ chemical literacy by integrating dilemma stories into a Science, Technology, Engineering, Arts, and Mathematics (STEAM) project on petroleum. Chemical literacy can help students face future challenges by applying what they learn at school to solve problems in their daily lives. A qualitative research method was employed that included interviews, observations, reflective journals, chemical literacy tests, and student activity sheets, as data collection tools. 106 secondary school students participated in the research using a project-based approach consisting of five steps: value reflection, problem-solving, project monitoring and evaluation, project development, and transformation. The five indicators of chemical literacy by Shwartz, Ben-Zvi, and Hofstein (2006); general scientific ideas, characteristics of chemistry, chemistry in context, higher-order learning skills, and affective aspect, the research found that the students’ chemical literacy abilities were significantly developed. This study uses a dilemma story to understand chemistry concepts whereby students can develop a project by integrating chemistry and STEAM principles. The STEAM Project involved making alternative fuel to find a solution to a problem presented in the dilemma story. The researchers were challenged by the need to find a suitable chemistry-based dilemma story to integrate with a STEAM project while also empowering students and managing time resources, Peer Reviewed

This study investigates the efficacy of incorporating neuropedagogical elements into virtual simulators for advanced chemistry education in universities. Utilizing a mixed-method approach, it uses questionnaires completed by 50 organic chemistry students. These questionnaires included both general and Likert scale questions, focusing on students' experiences with the PhET Interactive Simulation. The results highlight the positive impact of neuropedagogy on students' learning attitudes, cognitive abilities, and skill development, particularly in areas like critical thinking, analytical skills, and social competencies. A significant portion of students reported enhanced educational outcomes: 76% observed improved training effectiveness, 88% better understood the subject, and 96% found the virtual simulator-based learning more engaging. Furthermore, the study notes improvements in students' problem-solving abilities (68%), logical reasoning (92%), and comprehension of chemical processes (94%). These findings emphasize the value of integrating neuroscience principles in chemical education, potentially benefiting both tertiary and secondary education sectors. They indicate the necessity for educational adaptation in line with interdisciplinary research in cognitive and neurological sciences. This research not only serves as a valuable resource for chemistry teachers but also sets the stage for future empirical studies exploring neuroscience's role in teacher education. The study underscores the importance of further investigation into how teachers implement neuropedagogical techniques and the effectiveness of such applications, advocating for continuous development in educational methodologies, Peer Reviewed

Different goals of high schools and vocational schools in Indonesia become the main factor causing the distinction of preparedness of chemistry teachers in using the Science, Technology, Engineering, and Mathematics (STEM) approach in their teaching. Yet the High School Chemistry Teachers (HSCT) and Vocational School Chemistry Teachers (VSCT) need to have positive perceptions about STEM since it offers students meaningful chemistry learning. Through an explorative survey method, this research investigated in-service chemistry teachers' perspectives toward the implementation of STEM in high school and vocational schools of chemistry. A number of 131 in-service chemistry teachers (82 HSCT and 49 VSCT) from Yogyakarta, Indonesia, voluntarily participated in this research through a saturated sampling technique. Perception Scale on STEM (PC-STEM) consisting of 54 closed-ended questions and seven open-ended questions were used as the data collection tools. The data were analysed following content analysis using interpretive coding, descriptive statistics, and the one-way MANOVA test. The findings showed that HSCTs' and VSCTs' perspectives toward STEM fall into the good category. Thus, integrated STEM learning is potential to be used in chemistry lessons at high school and vocational school. However, there were no statistically significant differences in HSCT and VSCT perceptions about the implementation of STEM in chemistry learning. Unfortunately, despite their perception being good, both groups of teachers signified a poor experience in applying STEM in their chemistry lessons. Therefore, teachers' professional development program about STEM is needed for chemistry teachers to implement STEM-based chemistry learning, Peer Reviewed

This project seeks to foster students’ critical thinking abilities through the incorporation of Design Thinking with STEAM-PjBL in a chemistry redox process. 41 grade 10 students from a high school in Rangkasbitung, Banten, Indonesia participated in this study. Learning was facilitated by using a variety of online platforms, including Edmodo, Google Jamboard, and Zoom Meetings. Interviews, observations, journal reflection procedures, and researcher notes were used to gather qualitative data. The five steps of Design Thinking: empathize, define, ideate, prototype, and test, were used to facilitate learning (Plattner, 2010). Critical thinking skills were assessed through the indicators of Framing The Problem, Solution Finding, Self-Regulation, and Reflection, developed by Ucson and Rizona (2018). Based on the categories of Information Search, Creative Interpretation and Reasoning, Reflection, and Self-Regulation, the results demonstrate the development of students’ critical thinking abilities to the advanced level. Design Thinking provides a way to more easily and actively create project-based solutions in solving contextual problems related to redox reaction of water pollution in the Ciujung River due to the use of detergent waste. Understanding the relationship of chemical concepts to daily life challenges the application of this approach. To challenge students’ learning and help them acquire 21st-century abilities, STEAM-PjBL may be integrated with Design Thinking, Peer Reviewed

Recently the trend of words in the world is related to sustainable development such as “green” has become a new trend in everyday human life. This study aimed to analyze and map the chemistry learning with green chemistry insight for undergraduate students of chemistry education program as an effort to conserve the environment as one of the Sustainable Development Goals (SDGs). The urgency of this study is to support the achievement of SDGs through education, especially the target number 12, responsible consumption and production and/or number 13, climate action. Data collection was used exploratory method by combining primary and secondary exploratory framework. The primary method was focused on the observation qualitative or quantitative and the secondary on the literature research. Data analysis were used qualitative and quantitative descriptive. It can be concluded that; the efforts to preserve the environment through education can be pursued with green chemistry insight learning. The principles of green chemistry that can be implemented in chemistry learning on suitable material represent in some action such as; waste prevention, use the safe solvent, energy efficiency, and creating safe and secure conditions in learning both in the classroom and laboratory. Chemistry learning have the role to support SDGs through education by using some learning model/methods, such as discussion, concept map, or practical methods as well as Project Based Learning. So, the results of this study can be refer as an alternative learning that have contribution in SDGs achievement through education, Peer Reviewed

This study focused on addressing underperformance in chemistry in Anglophone West African countries. The main purpose of the study was to determine if factors such as gender, school location and ownership impact students’ perception of the difficulty of chemistry concepts and to suggest how these difficult concepts can be made easy to learn from the perspectives of the students. A mixed-methods approach was adopted. Participants were 1,292 chemistry students from nine public and 12 private secondary schools in Nigeria and Ghana with about three-quarters of the schools from urban areas. About 51% of the participants were females. Twenty-four students were interviewed to gather qualitative data. The Difficult Concept in Chemistry Questionnaire (DCCQ) and the Difficult Concepts in Chemistry Interview Guide (DCCIG) were used for data collection. The test-retest reliability coefficient of the DCCQ was 0.88. We found a slight difference in the perception of male and female students while school type came as a major determinant factor on students’ perception of difficult concepts in chemistry, just as school location. Phobia for calculations came out as a major cause of difficulty in the top five perceived difficult concepts. Findings on causes of learning difficulties were reported as well as suggestions for improvement as viewed by the students. Recommendations were made for improving the teaching and learning of chemistry in Anglophone West African schools., Peer Reviewed

This research aims to develop chemistry project-based learning with an Integrated Ethnoscience Approach in Science, Technology, Engineering, and Mathematics (Ethno-STEM) to improve students’ conservation and entrepreneurial character. The research method refers to the Research and Development (R&D) model with the Four D. The research samples are chemistry education students from Universitas Negeri Semarang. The model effectiveness test was conducted in secondary metabolite lectures at the Department of Chemistry, Faculty of Mathematics and Natural Science, Universitas Negeri Semarang, Indonesia. Data collection techniques used expert validation sheets to assess the feasibility of the model and observation sheets and questionnaires to measure students’ conservation and entrepreneurial character. Based on the results of research, it was concluded that a chemical project-based learning model for the secondary metabolites course on essential oils and terpenes and learning tools with an EthnoSTEM approach was feasible and effective for improving students’ conservation and entrepreneurial character with moderate and high criteria based on the N-gain score. Entrepreneurial characters, which include persistence, discipline, and creativity, have been developed so that students can produce attractive and worthy chemical batik products for sale, Peer Reviewed

This study aims to obtain the game as a gamification in education that is appropriate to be used for hydrocarbon learning media based on the validity, practicality, and effectiveness of the game. The research method used is the research and development method, the study was conducted in East Java High School-Indonesia. Validity is obtained from the game assessment by the validator. Practicality is obtained from the questionnaire responses of students and observations of students’ activities while using the game. The effectiveness is obtained from the learning outcomes of students, the results of students’ learning motivation questionnaires, and student retention. Based on the results of the research, the game developed is named “Hydrocarbons Chem-Rush” is declared appropriate as a learning medium on hydrocarbon material. It has better learning outcomes than the control group, students are more motivated to continue playing and learning, students are active during learning, and it can make power of student retention very good, Peer Reviewed

This research aims to enhance preservice teachers’ critical thinking and science process skills using Research-Oriented Collaborative Inquiry Learning (REORCILEA). Sixty-four preservice chemistry teachers attended the General Chemistry course over 8 weeks in an Indonesian public university. In a quasi-experimental design, two intact classes were randomly assigned as the experimental and control groups. The Rubric for Critical Thinking Skills, the Observation Checklist for Science Process Skills, and a semi-structured interview protocol were used as data collection tools. Quantitative data were analyzed using an independent samples t-test and paired samples t-test, while the results of semi-structured interviews were analyzed using thematic analysis. The results of the t-test revealed that the REORCILEA was found more effective than the expository teaching model in fostering students’ critical thinking and science process skills. The results of the interviews also indicated that experimental group students had a more positive perception of REORCILEA. Regarding these findings, instructors are recommended to apply the REORCILEA model in order to promote students’ critical thinking, science process skills, and motivation to learn in STEM-related courses, Peer Reviewed

This article describes a study of 149 preservice chemistry teachers’ misconceptions of concepts related to a reduction-oxidation reaction. A mixed-method approach was used to obtain data through the ROXCI (Redox Concept Inventory) instrument and interviews. Result indicated that the highest misconceptions were for item number 10 (4.03% or only 6 of 149 students answered correctly) and the lowest misconception occurred on item number 1 (94.63% or 141 of 149 students answered correctly). These results were supported by the analysis of the interviews where the respondents produced misconceptions when explaining the process of electron transfer in redox reactions. The highest percentage of consistent answers in the six ROXCI categories was obtained in the surface feature concept category (6.71% or 10 out of 149 respondents consistently answered correctly). This shows that preservice chemistry teachers are not able to connect the three levels of chemical representation, macroscopic, microscopic, and symbolic in studying chemistry, especially for the redox concept. Analysis of the relationships between misconceptions and average student confidence shows that every distractor chosen by the respondents at every level was followed by a degree of confidence of between 50%-70%, indicating that misconceptions became stronger because the preservice chemistry teachers did not realize that a concept believed to be true is wrong, Peer Reviewed

This research aims to analyse students’ conceptual understanding of chemical equilibrium matter using Physics Education Technology (PhET) Interactive Simulations. Students’ misconceptions can be caused by the difficulty in connecting the sub-microscopic, macroscopic, and symbolic levels of understanding in chemistry. The study was conducted at a secondary school with a total sample of 108 students using a quantitative research method. The results showed that multiple-choice questions of the two-tier Chemical Equilibrium Diagnostic Instrument (CEDI) used in this study meet with the Rasch measurement model. The students who answered correctly on content knowledge ranged from 11.1-90.7%. However, the percentage decreased to 11.1-84.3% once the content knowledge and reasons were combined. The option probability curve responses identified the students’ misconceptions that were further investigated by interviews. PhET Interactive Simulations require improvements or additional features to help students better understand conceptual understanding through analogies of product and reactant molecules’ movement in the equilibrium system, Peer Reviewed

The case study-based module on chemical thermodynamics course (ideal and real gases) was developed to fulfill the needs of undergraduate students in online learning during the COVID-19 pandemic. The purpose of this study was to test feasibility of case study-based module. The case study-based module refers to the 4D model (define, design, develop, and disseminate) by integrating the one group pretest-posttest design at the develop stage. The feasibility of the module was measured through validity, practicality and effectiveness using validation sheet, evaluation test sheet and questionnaire sheet. Data were analyzed descriptively, quantitatively (Wilcoxon Signed Rank Test) and qualitatively. The case study-based module was suitable for one of learning tools, which was proven by the findings that 1) meets valid and reliable criteria, 2) meets practical criteria with support for general achievements students’ very positive response to the aspects of module (construction, material, motivation and case study), and 3) meets the effective criteria by increasing the average score pretest-posttest in medium category which contains the cognitive level of analyze-C4, evaluate-C5, and create-C6. The implication of development case study-based module can facilitate students in online learning during the COVID-19 pandemic so that they will successfully reach the course learning outcomes of Chemical Thermodynamics, which includes mastery of knowledge about main principles of thermodynamics, ability to solve science and technology problems, ability to use information and communication technology based learning resources, make decisions based on the relationship of concepts with laboratory activities, and practice responsibility, Peer Reviewed

This study introduces a small-scale chemistry practicum technique with the concept of acid-base identification, determination of pH with indicators, and neutralization reactions with the concept of titration. The first experiences of teachers and students in small-scale chemistry practicums are revealed. Action research was carried out to introduce small-scale chemistry (SSC) practicum techniques as solutions for minimizing chemical tools and materials, as well as the availability of space for school chemistry practicums. This study involved 26 teacher participants in the initial process of providing experience and 36 student participants involved in the process of organizing practical classes. Quantitative data including teacher responses and student responses to the SSC practicum in the pilot class were collected using a response questionnaire on the activity. Qualitative data were collected through observation, interviews, and documentation. The practicum involves qualitative observations and quantitative calculations. The qualitative aspect relates to the observation of color changes that occur in a mixture of solutions made of acid and base solutions with certain compositions. Teachers get a lot of inspiration in terms of chemistry practicum with less material requirements, as well as modifying the tools used for laboratory activities. The package of tools and materials provided an illustration for them that practicum activities do not have to be carried out in a laboratory room, but can also be practiced in conventional classrooms, and even carried out independently by students at home. Students have a unique experience in the process of counting the number of droplets as it requires careful concentration and observation, Peer Reviewed

During the SARS-2-Covid pandemic our institution sought to continue the teaching and learning of experimental laboratories by designing, assembling, and delivering a microscale chemistry kit to the students’ homes. Thanks to this approach students were able to perform ~25 experiments during each one of the Fall 2020 and Spring 2021 semesters in an elective Electrochemistry and Corrosion course offered to Chemical Engineering undergraduates. In addition to performing traditional experiments, students were encouraged to design some of their own and have the entire group reproduce them. One of such student-designed experiments involved the capture of CO2 and its reduction with a readily available active metal (i.e., Al foil) in aqueous media to generate potentially useful products. The highly negative standard potential of Al is exploited for the reduction of lab-generated CO2, and the products are chemically tested. Al as a foil has been reported to be electrochemically inactive for carbon dioxide reduction. However, encouraged by an earlier report of the reduction of CO2 to CO, the Al surface is activated in the present experiment by removal of its natural oxide layer with a solution of CuCl 2 produced in an electrochemical cell. This procedure enables Al to react with CO2 and yield useful chemistry. This experiment turned to be a discovery trip. The detailed procedure is discussed here, as well as the teaching methodology, grading scheme, and student outcomes, Peer Reviewed

Critical thinking skills has to be sharpened particularly during the COVID19 pandemic. This circumstance leads to the lack of students passion to apply their thinking skills in doing something necessary. Therefore, it requires a learning improving critical thinking skills. This study aims to describe the critical thinking skills of chemistry education students taking part in the lecture of Team Project Based STEM-metacognitive skills. The method utilized is a Pre-Experimental Design One-Shot Case Study consists of 130 chemistry education students taking part in 3rd and 5th semester. The 3rd semester students attend lectures on the development of chemistry learning programs (P3K) and the 5th semester students attend lectures on the basics of analytical chemistry (DDKA). The instruments utilized in this research are learning scenarios, worksheets, critical thinking test instruments, critical thinking skill assessment rubrics, and project implementation feasibility observation sheets. There are three critical thinking skills very well demonstrated by students in P3K and DDKA subjects, consist of (1) strategies and tactics, (2) providing simple explanations, and (3) providing further explanations. Two other skills, namely concluding and building basic skills shown by students in the good category. The results of this study contribute to chemistry learning in the future, thus efforts are inevitably required to train critical thinking skills for prospective chemistry teachers in order to produce teachers having good thinking skills, Peer Reviewed

Students difficulty in relating chemistry concepts to everyday life leads to their inability to explore and developed skills needed, especially critical thinking. Therefore, this study aimed to develop students’ critical thinking skills by integrating socio-critical and problem-oriented approaches to chemistry learning with environmental issues in Indonesia context need to be discussed by students. This study involved 36 grade 11 chemistry students from a high school in Jakarta, Indonesia. The qualitative methodology was employed to analyze students critical thinking development in all learning processes through multiple data collection of students interviews, reflective journals, classroom observations, worksheets, and researcher’s notes. Learning was carried out in five stages: textual approach and problem analysis, clarifying the chemistry background in a lab environment, resuming the socio-scientific dimension, discussing and evaluating different points of view, and meta-reflection. While the critical thinking skills was assessed through five indicators developed by SCIT 1020: problem identification, conceptual understanding, finding relationships between concepts, developing assumptions, and drawing conclusions. The results illustrate an improvement in students’ critical thinking skills, motivation, and involvement in the learning process, providing support for using a socio-critical and problem-oriented approach to chemistry learning. The socio-critical and problem-oriented can be used as an alternative approach to chemistry learning or other applicable and contextual subjects to increase student activity in the classroom and critical thinking skills in the learning process, Peer Reviewed

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The rapid development of technology and information has influenced students’ learning styles and has led to a shift in information seeking from printed books to e-books. This study aims to measure students’ knowledge and skills, attitude, and website knowledge competency on the ionic liquid material. The study involved 47 students of the Diploma III Chemical Engineering program at a private polytechnic selected using a purposive sampling technique. This web-based Ionic Liquids learning was tested on students through the experiential learning model. Data collection was carried out by completing the competency test at the beginning (CT1) and the end of learning (CT2). The results revealed that website-based ionic liquid learning increased each competency of knowledge and skills of ionic liquids, knowledge of websites, and attitude. Even though not all students can do it independently, the learning could attract students’ attention. The learning has to be combined with lecturers’ explanations as reinforcing concepts. This research’s implications are expected to be used as recommendations in enriching the Chemical Engineering education curriculum by adding website-based ionic liquid material, Peer Reviewed

Aquest projecte consisteix en el desenvolupament i implementació d'un robot capaç de realitzar experiments químics reals amb l'objectiu d'apropar l'enginyeria química i la programació a estudiants. La programació es realitza de manera intuïtiva mitjançant un entorn web dissenyat per atreure tant nens com nenes. Els experiments químics són una reproducció a petita escala dels robots utilitzats en la indústria 4.0 que simulen processos industrials bàsics, sense risc ni perill per als usuaris. El material químic utilitzat no comporta perill ni riscos associats. El robot està desenvolupat amb peces, sensors i actuadors Lego per aconseguir ser més atractiu de cara als estudiants. El resultat final del robot desenvolupat en aquest treball és que sigui fàcil d'usar pel professorat i els estudiants., This project consists of development and implementation of a robot capable of performing real chemical experiments with the aim of bringing chemical engineering and programming closer to students. The programming is done intuitively through a web environment designed to attract both boys and girls. Chemical experiments are a small-scale reproduction of robots used in Industry 4.0 that simulate basic industrial processes, without risk or danger to users. The chemical material used does not involve any danger or associated risks. The robot is developed with Lego parts, sensors and actuators to make it more attractive to students. The end result of the robot developed in this project is that it is easy to use by professors and students.

The use of games in the chemistry learning process has a positive effect on students’ behaviour, understanding, and interest in the discussed topics. A Chebo Collect (chemical bonding collects) game, which has met validity, practicality, and effectiveness criteria, was used as a medium to learn chemical bonds. This study aimed to assess the use of computerized games as learning media on chemistry subjects based on the learning activities, students’ responses, and the impact of learning objectives achievement. This study was conducted in high schools in East Java, Indonesia with 32 students as the subject for a game teaching method and 30 students as control using a traditional method. The students’ activities were observed during the learning process and the tests were done by using a questionnaire. The results revealed that the learning activities were more student-centered methods and the learning outcomes reached classical completeness with the significant differences between the initial and final test scores. Students also gave positive responses to the use of Chebo collect game as a medium to learn chemical bonds. The Chebo Collect game has succeeded in helping students to learn chemical bonds. This method has created student-centered learning and it could improve students’ learning outcomes, Peer Reviewed

The introduction of the computer into the educational process is a fact. The educational use ofnew technologies creates a new, more appealing and enjoyable learning environment. The introduction ofnew technologies into school differentiates the role of the professor by giving him/her a guiding characterin a process of experiential approach to knowledge. In the present paper a proposal for the teaching ofthe chemistry module “Simple Colloids” is presented, with the contribution of video recorded educationalexperiments. Complete experiments on the subject of “Simple Colloids” and their properties arepresented, aiming at familiarizing students with this theory, Peer Reviewed

The popularization of the STEM educational model has also brought along the need for well-trained teachers. In this model, it is aimed to understand examples in real world and solve related problems. Of course, this depends on the development of critical thinking, creative thinking, researching and experimental skills. For these reasons, the opinions of the Physics-Chemistry teacher candidates regarding the preparation and implementation of STEM lesson plans were investigated. For this purpose, the preservice teachers were asked to form real life-related, information-based problems covering the acquisitions included in the high school programs and then they were expected to turn these into STEM lesson plans. The study is a descriptive study, one of the qualitative research methods. The data was collected via the forms developed by the researchers and including open-ended questions and one-to-one interviews. The data obtained were analyzed according to the content analysis steps, which is one of the qualitative research methods. When the analysis results were examined, it was found that the preservice teachers had difficulty in forming real life-related, information-based problems covering the acquisitions included in the high school programs and integrating them with scientific knowledge and in the engineering integration of STEM implementations and finding materials, Peer Reviewed

The Environmental education navigates students towards environmentally friendly life style and securing a quality of life. The implementation of cross-section topics, including the Environmental education, into science classes, is possible through a variety of techniques. One of the least used methods is a real school experiment. The following paper presents the experiment, by which we simulate the combustion of PVC and observe the impact of combustion products on plants via UV-Vis spectrophotometry optical method. This method is suitable for qualification and analysis of vegetable pigments, i.e. chlorophylls, carotenoids, and anthocyanins. The experiment is integrated into the Techniques and Didactics of School Chemistry Experiments as a part of master degree course, which prepares students for the Chemistry teaching profession. The introduced experiment enables pedagogues to integrate the environmental education into teaching process and develop mathematical and science literacy of students in the Chemistry education, Peer Reviewed

A multidisciplinary science experiment was performed in K-12 classrooms focusing on the interconnection between technology with geology and chemistry. The engagement and passion for science of over eight hundred students across twenty-one classrooms, utilizing a combination of hands-on activities using relationships between Earth and space rock studies, followed by a remote access session wherein students remotely employed the use of a scanning electron microscope (SEM) and energy-dispersive spectroscopy (EDS) to validate their findings was investigated. Participants represent predominantly low-income minority communities, with little exposure to the themes and equipment used, despite being freely available resources. Students indicated greatly increased interest in scientific practices and careers, as well as a better grasp of the content as a result of the lab and remote access coupling format, Peer Reviewed

La finalitat d’aquest projecte és crear un joc seriós que simuli el funcionament d’un aparell del laboratori químic, mitjançant la programació. Es tracta de fer una simulació d’un espectrofotòmetre d’absorció atòmica de forma que es pugui realitzar la pràctica de laboratori de l’assignatura de Química sense necessitat d’assistir al laboratori, simplement mitjançant l’ordinador. La simulació no pretén ser una substitució de la pràctica però si una forma de que l’alumnat aprengui a manipular l’instrument tenint en compte totes les mesures de seguretat associades. D’aquesta manera, pot fer-se una idea del que es trobarà al laboratori fent aquesta sessió molt més productiva de cara a l’aprenentatge. El joc pot emprar-se com una activitat avaluable o simplement com una activitat de caràcter formatiu. En algun cas podria substituir la sessió presencial però aquest no és en cap cas l’objectiu principal. Es busca a més, que l’usuari pugui divertir-se alhora que aprèn els conceptes i coneixements que engloba aquesta pràctica. El llenguatge de programació escollit per crear el joc en 2D ha estat Python, un llenguatge d’alt nivell que facilita la seva escriptura, lectura i correcció. També s’ha utilitzat Pygame, un conjunt de mòduls que formen part de la llibreria de Python i que permeten la creació i el desenvolupament de videojocs ja que identifiquen els diferents elements que pot tenir un joc, com són els sons, imatges, superfícies, esdeveniments o fonts de text. Finalment, els resultats del projecte han estat els esperats. S’ha obtingut un joc seriós que motiva a l’usuari alhora que permet aprendre i assimilar els coneixements associats a la pràctica de laboratori.