{"title":"Why Cyclohexatriene (C6H6, pKa = 43) is Less Acidic than Cyclopentadiene (C5H6, pKa = 15) and Cycloheptatriene (C7H8, pKa = 36): A Freshmen Chemical Education Undergraduate Exercise","authors":"S. Rachuru, D. A. Padmavathi, V. Jagannadham","doi":"10.12691/wjce-11-1-1","DOIUrl":"https://doi.org/10.12691/wjce-11-1-1","url":null,"abstract":"","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73115070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Biological Fuel Cells with Drugstore Products","authors":"Rebecca Grandrath, Claudia Bohrmann‐Linde","doi":"10.12691/wjce-10-4-4","DOIUrl":"https://doi.org/10.12691/wjce-10-4-4","url":null,"abstract":"","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82946128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to examine the teacher motivation and morale in Bangkok Metropolitan Administration schools, the school effectiveness, the relationship between the factors of teacher motivation and morale in performing their jobs that influence school effectiveness, and the development of guidelines for enhancing teacher motivation and morale in relation to school effectiveness. In the study, the researcher employed a mixed research methodology. In the initial phase, questionnaires were used to collect data. The population consisted of Bangkok Metropolitan Administration school teachers who served their duty in 2022. A multistage random sampling selected 375 persons in total. Mean, percentage, and standard deviation were applied as descriptive statistics. In the last phase, the researcher conducted in-depth interviews with seven experts selected through purposive sampling to gather their perspectives on the applicability, possibility, and usefulness of the the guidelines for enhancing teacher motivation and morale in relation to school effectiveness. The data was analyzed using a content analysis method. According to the findings, the multiple correlation coefficient was .760 (R = 0.760 at the .05 level of significance. The predictive coefficient or predictive power of 57.7 percent (R2 = 0.577), with the regression coefficient () arranged in descending order: 1) Professional Success (β=0.321) 2) Career Growth (β=0.238) 3) School Policies (β=0.162) 4) Workplace atmosphere and environment (β=0.102) 5) Governance Aspects (β=.096). The forecast equations can be generated using the regression coefficients of the predictors in raw score (b) and standard score () as follows: In raw score (unstandardized score) form, the forecast equation is Y' = 1.391 + 0.255 (x 6 )0.183 (x 10 x 10) 0.124 (x 5 (x 5 )0.050 (x 3 (x 3 )0.075 (x 2 (x 2). Standardized score forecast equations Zy = 0.321 (x 6) + 0.238 (x 10) + 0.162 (x 5) + 0.102 (x 3) + 0.096 (x 2). The researcher also devised a guideline containing nineteen recommendations for enhancing the top five teacher motivation and morale factors that influence school effectiveness. There are 19 guidelines for improving teacher morale, which affects school effectiveness.
{"title":"Teacher Motivation and Morale Influencing the Effectiveness of Bangkok Metropolitan Administration Schools","authors":"Juladis Khanthap","doi":"10.5430/wje.v12n6p39","DOIUrl":"https://doi.org/10.5430/wje.v12n6p39","url":null,"abstract":"This study aimed to examine the teacher motivation and morale in Bangkok Metropolitan Administration schools, the school effectiveness, the relationship between the factors of teacher motivation and morale in performing their jobs that influence school effectiveness, and the development of guidelines for enhancing teacher motivation and morale in relation to school effectiveness. In the study, the researcher employed a mixed research methodology. In the initial phase, questionnaires were used to collect data. The population consisted of Bangkok Metropolitan Administration school teachers who served their duty in 2022. A multistage random sampling selected 375 persons in total. Mean, percentage, and standard deviation were applied as descriptive statistics. In the last phase, the researcher conducted in-depth interviews with seven experts selected through purposive sampling to gather their perspectives on the applicability, possibility, and usefulness of the the guidelines for enhancing teacher motivation and morale in relation to school effectiveness. The data was analyzed using a content analysis method. According to the findings, the multiple correlation coefficient was .760 (R = 0.760 at the .05 level of significance. The predictive coefficient or predictive power of 57.7 percent (R2 = 0.577), with the regression coefficient () arranged in descending order: 1) Professional Success (β=0.321) 2) Career Growth (β=0.238) 3) School Policies (β=0.162) 4) Workplace atmosphere and environment (β=0.102) 5) Governance Aspects (β=.096). The forecast equations can be generated using the regression coefficients of the predictors in raw score (b) and standard score () as follows: In raw score (unstandardized score) form, the forecast equation is Y' = 1.391 + 0.255 (x 6 )0.183 (x 10 x 10) 0.124 (x 5 (x 5 )0.050 (x 3 (x 3 )0.075 (x 2 (x 2). Standardized score forecast equations Zy = 0.321 (x 6) + 0.238 (x 10) + 0.162 (x 5) + 0.102 (x 3) + 0.096 (x 2). The researcher also devised a guideline containing nineteen recommendations for enhancing the top five teacher motivation and morale factors that influence school effectiveness. There are 19 guidelines for improving teacher morale, which affects school effectiveness.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"211 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72762401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E-STEM (Environmental, Science, Technology, Engineering and Mathematics) refers to the integration environmental education into STEM education and can have important role on students’ understandings and engineering design process about environmental issues such as plant growth, acid rains, pollution, sustainable agriculture etc. since it engages students in real-world environmental problem-solving that integrates science, technology, engineering, and math. In this manner, the aim of this study was to investigate the effect of E-STEM Education on fifth grade students’ perceptions and their engineering design process about environmental issues. To reach this aim, a one-group pre- and post-test model was used. The research group of study is five 5th grade students at private school, Istanbul, Turkey. The data was collected with open-ended questions, focus group interview and researchers’ observation notes. In data analysis, students’ responses to open-ended questions were analyzed with content analysis and classified in terms of adequacy. Transcribed discussions from focus group interview and researchers’ observation notes were assessed based on Engineering Design Process Framework. As a result of the study, students’ perceptions and engineering design process about environmental issues improved through E-STEM Education.
E-STEM (Environmental, Science, Technology, Engineering and Mathematics，环境、科学、技术、工程和数学)是指将环境教育整合到STEM教育中，对学生对植物生长、酸雨、污染、可持续农业等环境问题的理解和工程设计过程具有重要作用，因为它让学生参与到整合科学、技术、工程和数学的现实环境问题解决中来。因此，本研究的目的是探讨E-STEM教育对五年级学生对环境问题的认知及其工程设计过程的影响。为了达到这一目的，采用了单组测试前和后模型。研究小组是土耳其伊斯坦布尔私立学校的5名5年级学生。数据收集采用开放式问题，焦点小组访谈和研究人员的观察笔记。在数据分析中，对学生对开放式问题的回答进行内容分析，并按充分性进行分类。根据工程设计过程框架对焦点小组访谈和研究人员观察笔记的讨论进行评估。研究的结果是，通过E-STEM教育，学生对环境问题的看法和工程设计过程得到了改善。
{"title":"The Effect of E-STEM Education on Students’ Perceptions and Engineering Design Process about Environmental Issues","authors":"Asli Koculu, Sefika Girgin","doi":"10.5430/wje.v12n6p49","DOIUrl":"https://doi.org/10.5430/wje.v12n6p49","url":null,"abstract":"E-STEM (Environmental, Science, Technology, Engineering and Mathematics) refers to the integration environmental education into STEM education and can have important role on students’ understandings and engineering design process about environmental issues such as plant growth, acid rains, pollution, sustainable agriculture etc. since it engages students in real-world environmental problem-solving that integrates science, technology, engineering, and math. In this manner, the aim of this study was to investigate the effect of E-STEM Education on fifth grade students’ perceptions and their engineering design process about environmental issues. To reach this aim, a one-group pre- and post-test model was used. The research group of study is five 5th grade students at private school, Istanbul, Turkey. The data was collected with open-ended questions, focus group interview and researchers’ observation notes. In data analysis, students’ responses to open-ended questions were analyzed with content analysis and classified in terms of adequacy. Transcribed discussions from focus group interview and researchers’ observation notes were assessed based on Engineering Design Process Framework. As a result of the study, students’ perceptions and engineering design process about environmental issues improved through E-STEM Education.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75934247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the present study is to examine postgraduate theses and published articles on "analysis of metaphorically used words in discourse" in the field of social studies education in Turkey by document analysis method. Within the scope of the research, The National Thesis Center and Dergipark databases were surveyed. The survey revealed 22 completed theses and 39 published articles between the years of 2010 and 2022. First, the studies were analysed in terms of the study/publication year of the works, the universities where they were conducted, their sample/study groups, the methodological framework they were based on, their data collection tool, the expertise of the researchers and thesis advisors, and the metaphors that were the subject of the research. The works were subsequently evaluated in terms of CMT (Conceptual Metaphor Theory) and were subjected to five research questions. This evaluation revealed that the studies examined: (i) do not establish a relationship between their research findings and the theoretical framework of CMT although they view metaphors as products of conceptual thinking; (ii) do not benefit adequately from the essential references or seminal works of CMT; (iii) do not align themselves with a particular theory of metaphor or an approach, and, therefore, lack criteria for how they associate metaphor with thought; (iv) do not make explicit the criteria according to which they classified the statement of participants as metaphorical; and (v) try to reach the data suited to their research purpose with a data collection tool coded as "A is X like or as B", which is a coding scheme that is conventionally identified as a simile rather than a conceptual metaphor among CMT adherents.
{"title":"Metaphor-Themed Studies in Social Studies Education in Turkey and Their Evaluations in Terms of Conceptual Metaphor Theory (CMT)","authors":"E. Şenşekerci","doi":"10.5430/wje.v12n6p24","DOIUrl":"https://doi.org/10.5430/wje.v12n6p24","url":null,"abstract":"The aim of the present study is to examine postgraduate theses and published articles on \"analysis of metaphorically used words in discourse\" in the field of social studies education in Turkey by document analysis method. Within the scope of the research, The National Thesis Center and Dergipark databases were surveyed. The survey revealed 22 completed theses and 39 published articles between the years of 2010 and 2022. First, the studies were analysed in terms of the study/publication year of the works, the universities where they were conducted, their sample/study groups, the methodological framework they were based on, their data collection tool, the expertise of the researchers and thesis advisors, and the metaphors that were the subject of the research. The works were subsequently evaluated in terms of CMT (Conceptual Metaphor Theory) and were subjected to five research questions. This evaluation revealed that the studies examined: (i) do not establish a relationship between their research findings and the theoretical framework of CMT although they view metaphors as products of conceptual thinking; (ii) do not benefit adequately from the essential references or seminal works of CMT; (iii) do not align themselves with a particular theory of metaphor or an approach, and, therefore, lack criteria for how they associate metaphor with thought; (iv) do not make explicit the criteria according to which they classified the statement of participants as metaphorical; and (v) try to reach the data suited to their research purpose with a data collection tool coded as \"A is X like or as B\", which is a coding scheme that is conventionally identified as a simile rather than a conceptual metaphor among CMT adherents.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"104 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77206127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Phạm Thị Hồng Tú, Nguyen Thi Hang, Luong Thi Thuy Van, Ha Van Dung, Nguyen Thi Huynh Nga, Cao Xuan Phan
Natural science itself is an experimental science, so practice and experimentation are important and are typical teaching methods of this subject. To make practice and experiment play the highest strengths in teaching and developing the ability to learn about nature - one of the three specific competencies of natural science, the association of experiments with scientific methods plays a special role. This article presents the general problems of teaching practical experiments according to the scientific method and applying it in teaching the topic “Living animals” in Natural Science, grade 7. The research results can be teachers’ references in teaching Natural Science to meet the teaching objectives in the direction of developing students' capacity in Vietnam in the current period.
{"title":"Experimental Teaching by Scientific Methods for Developing Students' Natural Finding Capacity in Teaching Natural Science in Vietnamese High Schools","authors":"Phạm Thị Hồng Tú, Nguyen Thi Hang, Luong Thi Thuy Van, Ha Van Dung, Nguyen Thi Huynh Nga, Cao Xuan Phan","doi":"10.5430/wje.v12n6p1","DOIUrl":"https://doi.org/10.5430/wje.v12n6p1","url":null,"abstract":"Natural science itself is an experimental science, so practice and experimentation are important and are typical teaching methods of this subject. To make practice and experiment play the highest strengths in teaching and developing the ability to learn about nature - one of the three specific competencies of natural science, the association of experiments with scientific methods plays a special role. This article presents the general problems of teaching practical experiments according to the scientific method and applying it in teaching the topic “Living animals” in Natural Science, grade 7. The research results can be teachers’ references in teaching Natural Science to meet the teaching objectives in the direction of developing students' capacity in Vietnam in the current period.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78667430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Nadelson, Michael J. Turley, Daniella DiMasso-Shininger
Building on the research about assessing teachers’ leader identity, we were curious to understand how K-12 school principals perceive teachers as leaders. We used a survey research design to gather quantitative and qualitative data from K-12 school principals. We could not find any extant surveys aligned with our research focus; thus, we designed and validated a survey for our research. We contacted 1042 K-12 principals from the south-central region of the US; 70 responded by completing our survey. Analysis indicated a potential misalignment in principal leadership styles between the ideal attributes of leadership and contextual or practical applications of leadership. Additional analysis revealed considerable overlap between the principals’ perceptions of leadership and the roles of teachers; however, those leadership roles aligned with teachers as school-level leaders outside the classroom rather than in their role of teaching students. Findings also revealed an alignment of principals’ perceptions of teachers as leaders with principals’ efforts to develop teachers as leaders. Overall, our research suggests that principals support teachers' development as leaders. We close with a discussion of the results and implications for research and practice.
{"title":"The Perspective of Principals of all Teachers being Leaders","authors":"L. Nadelson, Michael J. Turley, Daniella DiMasso-Shininger","doi":"10.5430/wje.v12n6p9","DOIUrl":"https://doi.org/10.5430/wje.v12n6p9","url":null,"abstract":"Building on the research about assessing teachers’ leader identity, we were curious to understand how K-12 school principals perceive teachers as leaders. We used a survey research design to gather quantitative and qualitative data from K-12 school principals. We could not find any extant surveys aligned with our research focus; thus, we designed and validated a survey for our research. We contacted 1042 K-12 principals from the south-central region of the US; 70 responded by completing our survey. Analysis indicated a potential misalignment in principal leadership styles between the ideal attributes of leadership and contextual or practical applications of leadership. Additional analysis revealed considerable overlap between the principals’ perceptions of leadership and the roles of teachers; however, those leadership roles aligned with teachers as school-level leaders outside the classroom rather than in their role of teaching students. Findings also revealed an alignment of principals’ perceptions of teachers as leaders with principals’ efforts to develop teachers as leaders. Overall, our research suggests that principals support teachers' development as leaders. We close with a discussion of the results and implications for research and practice.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90244716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The redox reactions of methylene blue on screen printed electrodes (SPEs) can be measured electrochemically by cyclic voltammetry (CV) and spectroscopically by optical and Raman spectroscopy. The combination of cyclic voltammetry and optical or Raman spectroscopy, known as absorpto- or Raman voltammetry, provides not only electrochemical information about redox reactions at electrodes, but also about changes in the visible and Raman properties of the substances used. Raman scattering can be enhanced by a simple electrochemical in-situ modification; this leads to an electrochemically activated surface enhanced Raman effect (EC-SERS). Therefore, chemical reactions, based on the change in vibrational states of the substances under investigation, can be characterized in a very simple way. In this article, we compare different electrodes and show that the electrochemical reactions of methylene blue strongly depend on the electrodes used. In addition, the electropolymerization of methylene blue is discussed. At the end of the article, a script for students for measuring the spectroelectrochemistry of methylene blue is presented in detail. The didactic background is that the combination of electrochemical information, such as potentials and current fluxes, with spectroscopic information, such as absorption and/or vibrational changes, leads to a better understanding of electrochemistry.
{"title":"Methylene Blue - New Chemistry Experiments for University Education","authors":"P. Wagler, J. Scheible, A. Habekost","doi":"10.12691/wjce-10-4-3","DOIUrl":"https://doi.org/10.12691/wjce-10-4-3","url":null,"abstract":"The redox reactions of methylene blue on screen printed electrodes (SPEs) can be measured electrochemically by cyclic voltammetry (CV) and spectroscopically by optical and Raman spectroscopy. The combination of cyclic voltammetry and optical or Raman spectroscopy, known as absorpto- or Raman voltammetry, provides not only electrochemical information about redox reactions at electrodes, but also about changes in the visible and Raman properties of the substances used. Raman scattering can be enhanced by a simple electrochemical in-situ modification; this leads to an electrochemically activated surface enhanced Raman effect (EC-SERS). Therefore, chemical reactions, based on the change in vibrational states of the substances under investigation, can be characterized in a very simple way. In this article, we compare different electrodes and show that the electrochemical reactions of methylene blue strongly depend on the electrodes used. In addition, the electropolymerization of methylene blue is discussed. At the end of the article, a script for students for measuring the spectroelectrochemistry of methylene blue is presented in detail. The didactic background is that the combination of electrochemical information, such as potentials and current fluxes, with spectroscopic information, such as absorption and/or vibrational changes, leads to a better understanding of electrochemistry.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73889252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The simple distillation of ethanol-water mixture is a well-known experimental subject in either general chemistry laboratory or organic chemistry laboratory. The objective is to provide a reliable guidance for college students who are major in chemistry or chemical engineering to obtain repeatable results during the simple distillation of ethanol-water mixture. The liquid-vapor phase diagram of ethanol-water mixtures was introduced before experiment. As similar to a tradition distillation assembly, Liebig condenser, specific gravity hydrometer set, and heating mantle were mainly employed to perform the experiment of a simple distillation with minor but critical changes. The examination of diverse results in distillate amounts and distillate ethanol concentrations were analyzed by Rayleigh equation. The simple distillation was evaluated at the assigned temperature that was selected from liquid-vapor phase diagram. Even though the first evaporation started at a temperature below the theoretical bubble point shown in liquid-vapor phase diagram in most cases, the set temperature was gradually adjusted and maintained until no more vapor generated. In fact, this work motivates students to design their simple distillation plans through changing initial ethanol concentration and set temperature. The experimental data from 23 groups suggest that the accuracy and the precision were dependent upon how to control heating rates and to sustain set temperature in this work.
{"title":"Improvement of Accuracy and Precision during Simple Distillation of Ethanol-Water Mixtures","authors":"Kyeongseok Oh, B. Kang, Joo-Il Park","doi":"10.12691/wjce-10-4-2","DOIUrl":"https://doi.org/10.12691/wjce-10-4-2","url":null,"abstract":"The simple distillation of ethanol-water mixture is a well-known experimental subject in either general chemistry laboratory or organic chemistry laboratory. The objective is to provide a reliable guidance for college students who are major in chemistry or chemical engineering to obtain repeatable results during the simple distillation of ethanol-water mixture. The liquid-vapor phase diagram of ethanol-water mixtures was introduced before experiment. As similar to a tradition distillation assembly, Liebig condenser, specific gravity hydrometer set, and heating mantle were mainly employed to perform the experiment of a simple distillation with minor but critical changes. The examination of diverse results in distillate amounts and distillate ethanol concentrations were analyzed by Rayleigh equation. The simple distillation was evaluated at the assigned temperature that was selected from liquid-vapor phase diagram. Even though the first evaporation started at a temperature below the theoretical bubble point shown in liquid-vapor phase diagram in most cases, the set temperature was gradually adjusted and maintained until no more vapor generated. In fact, this work motivates students to design their simple distillation plans through changing initial ethanol concentration and set temperature. The experimental data from 23 groups suggest that the accuracy and the precision were dependent upon how to control heating rates and to sustain set temperature in this work.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81288811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to identify the most important psychological and environmental variables related to intellectual extremism from the perspective of secondary school students and their teachers in Afif Governorate, Saudi Arabia. The sample of the study consisted of (350) secondary school students (200 males and 150 females) and (252) male and female secondary school teachers from Afif Governorate, in the academic year 1440/1441 H. The researcher used the descriptive method, as well as the scale of psychological and environmental variables towards intellectual extremism in secondary school prepared by him. The results of the study showed that there are no significant statistical differences in the psychological and environmental variables in its four dimensions that are associated with intellectual extremism among secondary school students from the point of view of the teachers due to the gender (male teacher- female teacher) and specialization variables except for the cognitive dimension in relation to the scientific specialization, and it showed statistically significant differences with regard to the more than ten years’ experience variable except with the environmental effects.
{"title":"The Psychological and Environmental Variables related to Intellectual Extremism from the Perspective of Secondary School Teachers and Students","authors":"Mohamed Hawal Alotaibi","doi":"10.5430/wje.v12n5p49","DOIUrl":"https://doi.org/10.5430/wje.v12n5p49","url":null,"abstract":"The study aimed to identify the most important psychological and environmental variables related to intellectual extremism from the perspective of secondary school students and their teachers in Afif Governorate, Saudi Arabia. The sample of the study consisted of (350) secondary school students (200 males and 150 females) and (252) male and female secondary school teachers from Afif Governorate, in the academic year 1440/1441 H. The researcher used the descriptive method, as well as the scale of psychological and environmental variables towards intellectual extremism in secondary school prepared by him. The results of the study showed that there are no significant statistical differences in the psychological and environmental variables in its four dimensions that are associated with intellectual extremism among secondary school students from the point of view of the teachers due to the gender (male teacher- female teacher) and specialization variables except for the cognitive dimension in relation to the scientific specialization, and it showed statistically significant differences with regard to the more than ten years’ experience variable except with the environmental effects.","PeriodicalId":23766,"journal":{"name":"World Journal of Chemical Education","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81020390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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