Abstract The global pandemic has forced many people to make significant changes in their work, personal lives, and everyday duties and activities. This metamorphosis has also significantly affected education systems. Implemented research activity in the learning process and emphasised the development of children’s cooperation have recently been limited and often unattainable because of learner isolation, prevailing home education, and different countries’ COVID-19 quarantine measures. Herein, we investigated and tested the 2020 European spring preparedness, commitment, and erudition of in-service and pre-service teachers and parents in remote education. We profiled the following three paradigm models of successful remote education; specific experience of in-service and pre-service chemistry teachers and the parents of school-age children. Here, we concentrated on sensitive identification of the most common problems, disadvantages, and risks. Prospective teacher training should concentrate more on remote education. It should help develop teachers’ didactic competencies and increase their motivation and willingness to participate in this mode of education.
{"title":"“Covid-19 Shock” and Identified Benefits for Improved Pre-Service Chemistry Teacher Education","authors":"Miroslav Prokša, Anna Drozdíková, Zuzana Haláková","doi":"10.2478/cdem-2023-0001","DOIUrl":"https://doi.org/10.2478/cdem-2023-0001","url":null,"abstract":"Abstract The global pandemic has forced many people to make significant changes in their work, personal lives, and everyday duties and activities. This metamorphosis has also significantly affected education systems. Implemented research activity in the learning process and emphasised the development of children’s cooperation have recently been limited and often unattainable because of learner isolation, prevailing home education, and different countries’ COVID-19 quarantine measures. Herein, we investigated and tested the 2020 European spring preparedness, commitment, and erudition of in-service and pre-service teachers and parents in remote education. We profiled the following three paradigm models of successful remote education; specific experience of in-service and pre-service chemistry teachers and the parents of school-age children. Here, we concentrated on sensitive identification of the most common problems, disadvantages, and risks. Prospective teacher training should concentrate more on remote education. It should help develop teachers’ didactic competencies and increase their motivation and willingness to participate in this mode of education.","PeriodicalId":41079,"journal":{"name":"Chemistry-Didactics-Ecology-Metrology","volume":"0 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44684150","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}
Abstract Pharmaceuticals and personal care products (PPCPs) discharged into environment has several adverse impacts. PPCPs are widely utilised for veterinary as well as cosmetic and personal health reasons. These are members of the expanding class of substances known as Contaminants of Emerging Concern (CECs). Antibiotic resistance in the environment and garbage generated by PPCP endanger life. The World Health Organisation (WHO) now recognises antibiotic resistance as a significant global health problem due to the expected increase in mortality caused by it. In the past ten years, mounting data has led experts to believe that the environment has a significant impact on the development of resistance. For human diseases, the external environment serves as a source of resistance genes. It also serves as a major pathway for the spread of resistant bacteria among various habitats and human populations. Large-scale DNA sequencing methods are employed in this thesis to better comprehend the dangers posed by environmental antibiotic resistance. The quantification of the number is an important step in this process. Metagenomic measurement of the number of antibiotic resistance genes in various contexts is a crucial step in this process. However, it’s also crucial to put this data into a broader context by integrating things like taxonomic information, antibiotic concentrations, and the genomic locations of found resistance genes.
{"title":"Pharmaceuticals and Personal Care Products in the Environment with Emphasis on Horizontal Transfer of Antibiotic Resistance Genes","authors":"M. Prasad, Sailaja V. Elchuri","doi":"10.2478/cdem-2022-0005","DOIUrl":"https://doi.org/10.2478/cdem-2022-0005","url":null,"abstract":"Abstract Pharmaceuticals and personal care products (PPCPs) discharged into environment has several adverse impacts. PPCPs are widely utilised for veterinary as well as cosmetic and personal health reasons. These are members of the expanding class of substances known as Contaminants of Emerging Concern (CECs). Antibiotic resistance in the environment and garbage generated by PPCP endanger life. The World Health Organisation (WHO) now recognises antibiotic resistance as a significant global health problem due to the expected increase in mortality caused by it. In the past ten years, mounting data has led experts to believe that the environment has a significant impact on the development of resistance. For human diseases, the external environment serves as a source of resistance genes. It also serves as a major pathway for the spread of resistant bacteria among various habitats and human populations. Large-scale DNA sequencing methods are employed in this thesis to better comprehend the dangers posed by environmental antibiotic resistance. The quantification of the number is an important step in this process. Metagenomic measurement of the number of antibiotic resistance genes in various contexts is a crucial step in this process. However, it’s also crucial to put this data into a broader context by integrating things like taxonomic information, antibiotic concentrations, and the genomic locations of found resistance genes.","PeriodicalId":41079,"journal":{"name":"Chemistry-Didactics-Ecology-Metrology","volume":"27 1","pages":"35 - 51"},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49069254","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}
Abstract The influence of environmental pollution on living organisms has been known for a long time, but it was not until the second half of the twentieth century that methodical studies on the influence of anthropopressure on changes in ecosystems began. Living organisms began to be used as biological indicators of environmental pollution. Cyclical and quantitative studies of pollutant concentrations in bioaccumulators have become the basis of modern biological monitoring (biomonitoring) of environmental pollution. Biomonitoring studies are carried out with the passive method (passive biomonitoring), in which living organisms occurring in their natural environment are analysed, and with active methods (active biomonitoring), in which, for example, plants living in the environment with low pollution are transferred and displayed in more polluted ecosystems e.g. heavy metals. The analysis of trace elements, including heavy metals accumulated in algae, mosses and lichens used in biological monitoring provides a lot of information on, among others concentration and origin of pollutants and the directions of their spread. Biomonitoring is used to assess the level of contamination of selected ecosystems, as well as the impact of individual emitters on the environment. An important element in determining the concentrations of trace elements in biological material used in biomonitoring is the proper planning of the experiment, taking into account, among others: methods of collecting or exposing samples, selection of analytical methods and methods of evaluation and interpretation of results. The aim of the presented long-term research, conducted by the Research Team of the Institute of Biology of the University of Opole, was to show that analytical techniques using biota samples can provide reliable data on the past, present and future state of the environment. However, it should be remembered that in order for the results of biomonitoring studies to be reliable and comparable, the applied research methodologies should be consistent and repeatable. In the presented research, Palmaria palmata and Spirogyra sp. algae, Pleurozium schreberi mosses, Hypogymnia physodes and bark of deciduous trees were used. In samples of biological material by the method of atomic absorption spectrometry, the concentrations of heavy metals, including Ni, Cu, Zn, Cd and Pb, were determined. On the basis of the conducted research, it was unequivocally stated that the biomonitoring methods are a good complement to the classic methods of environmental quality assessment. The analysis of the elements accumulated in the biological material provides us with information about the quality of the examined ecosystems, the introduced pollutants and their potential sources. This information allows for the introduction of effective measures to improve the quality of the environment.
{"title":"The Biological Monitoring as a Source of Information on Environmental Pollution with Heavy Metals","authors":"M. Wacławek, P. Świsłowski, M. Rajfur","doi":"10.2478/cdem-2022-0006","DOIUrl":"https://doi.org/10.2478/cdem-2022-0006","url":null,"abstract":"Abstract The influence of environmental pollution on living organisms has been known for a long time, but it was not until the second half of the twentieth century that methodical studies on the influence of anthropopressure on changes in ecosystems began. Living organisms began to be used as biological indicators of environmental pollution. Cyclical and quantitative studies of pollutant concentrations in bioaccumulators have become the basis of modern biological monitoring (biomonitoring) of environmental pollution. Biomonitoring studies are carried out with the passive method (passive biomonitoring), in which living organisms occurring in their natural environment are analysed, and with active methods (active biomonitoring), in which, for example, plants living in the environment with low pollution are transferred and displayed in more polluted ecosystems e.g. heavy metals. The analysis of trace elements, including heavy metals accumulated in algae, mosses and lichens used in biological monitoring provides a lot of information on, among others concentration and origin of pollutants and the directions of their spread. Biomonitoring is used to assess the level of contamination of selected ecosystems, as well as the impact of individual emitters on the environment. An important element in determining the concentrations of trace elements in biological material used in biomonitoring is the proper planning of the experiment, taking into account, among others: methods of collecting or exposing samples, selection of analytical methods and methods of evaluation and interpretation of results. The aim of the presented long-term research, conducted by the Research Team of the Institute of Biology of the University of Opole, was to show that analytical techniques using biota samples can provide reliable data on the past, present and future state of the environment. However, it should be remembered that in order for the results of biomonitoring studies to be reliable and comparable, the applied research methodologies should be consistent and repeatable. In the presented research, Palmaria palmata and Spirogyra sp. algae, Pleurozium schreberi mosses, Hypogymnia physodes and bark of deciduous trees were used. In samples of biological material by the method of atomic absorption spectrometry, the concentrations of heavy metals, including Ni, Cu, Zn, Cd and Pb, were determined. On the basis of the conducted research, it was unequivocally stated that the biomonitoring methods are a good complement to the classic methods of environmental quality assessment. The analysis of the elements accumulated in the biological material provides us with information about the quality of the examined ecosystems, the introduced pollutants and their potential sources. This information allows for the introduction of effective measures to improve the quality of the environment.","PeriodicalId":41079,"journal":{"name":"Chemistry-Didactics-Ecology-Metrology","volume":"27 1","pages":"53 - 78"},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47306438","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}
Abstract The key to a successful strategy for Europe is sustainable innovation. The current political, economic and military crisis should be used to accelerate the shift to sustainable innovations in order to exit the path dependency of fossil energies. Such as diversity of portfolios at stock markets, diversity of energy and digital technologies ensures resilient behaviour in an innovation portfolio to respond flexibly to the risks of the future and to recover overall in the event of selective setbacks. Sustainable technologies must not be based on a single solution, but rather the entire technological potential must be bundled in an innovation portfolio. A case study is presented in which energy-efficient digitalisation is linked to a sustainable circular economy. A democratic legal system is not only an expression of the human rights highlighted in the UN Charter, but also provides a certain and reliable legal framework for innovations and markets on which technological and economic competition takes place.
{"title":"Renewable Energy and Sustainable Digitalisation: Challenges for Europe","authors":"K. Mainzer","doi":"10.2478/cdem-2022-0003","DOIUrl":"https://doi.org/10.2478/cdem-2022-0003","url":null,"abstract":"Abstract The key to a successful strategy for Europe is sustainable innovation. The current political, economic and military crisis should be used to accelerate the shift to sustainable innovations in order to exit the path dependency of fossil energies. Such as diversity of portfolios at stock markets, diversity of energy and digital technologies ensures resilient behaviour in an innovation portfolio to respond flexibly to the risks of the future and to recover overall in the event of selective setbacks. Sustainable technologies must not be based on a single solution, but rather the entire technological potential must be bundled in an innovation portfolio. A case study is presented in which energy-efficient digitalisation is linked to a sustainable circular economy. A democratic legal system is not only an expression of the human rights highlighted in the UN Charter, but also provides a certain and reliable legal framework for innovations and markets on which technological and economic competition takes place.","PeriodicalId":41079,"journal":{"name":"Chemistry-Didactics-Ecology-Metrology","volume":"27 1","pages":"5 - 23"},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42374133","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}
Ghodsi Mohammadi Ziarani, Shadi Tahmasebi Ashtiani, Fatemeh Mohajer, A. Badiei, S. Gaikwad, R. Varma
Abstract The 2,3-dihydro-quinazolin-4(1H)-one was synthesised via the deployment of SBA-Pr-SO3H and its application was explored as a highly selective fluorescent sensor for Hg2+ ion; fluorescence intensity was decreased selectively by Hg2+ ions. Furthermore, this compound also indicated for its superb anti-interference ability among other ions. It is important to mention that this compound could be employed to detect a very low amount of Hg2+ ions, which are highly toxic and general contaminants. The docking study shows that the molecule, 2,3-dihydro-quinazolin-4(1H)-one, is a good inhibitor for the 5ACC enzyme.
{"title":"2,3-Dihydro-Quinazolin-4(1H)-One as a Fluorescent Sensor for Hg2+ Ion and its Docking Studies in Cancer Treatment","authors":"Ghodsi Mohammadi Ziarani, Shadi Tahmasebi Ashtiani, Fatemeh Mohajer, A. Badiei, S. Gaikwad, R. Varma","doi":"10.2478/cdem-2022-0004","DOIUrl":"https://doi.org/10.2478/cdem-2022-0004","url":null,"abstract":"Abstract The 2,3-dihydro-quinazolin-4(1H)-one was synthesised via the deployment of SBA-Pr-SO3H and its application was explored as a highly selective fluorescent sensor for Hg2+ ion; fluorescence intensity was decreased selectively by Hg2+ ions. Furthermore, this compound also indicated for its superb anti-interference ability among other ions. It is important to mention that this compound could be employed to detect a very low amount of Hg2+ ions, which are highly toxic and general contaminants. The docking study shows that the molecule, 2,3-dihydro-quinazolin-4(1H)-one, is a good inhibitor for the 5ACC enzyme.","PeriodicalId":41079,"journal":{"name":"Chemistry-Didactics-Ecology-Metrology","volume":"27 1","pages":"25 - 33"},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45876964","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}
Vladimír Štěpánek, J. Kříž, Lidmila Hyšplerová, J. Keder, Z. Ziembik, A. Lyčka
Abstract Regular mathematical modelling of the dispersion of emissions from large sources is required by law in all EU countries. It is also used in risk analysis to predict releases of toxic substances from various technologies, from volcanic activity and possibly also terrorist acts. However, there is a shortage of experts in this very specific and demanding profession in the labour market in most EU countries. In a collaboration between academicians from neighbouring University of Hradec Králové and University of Opole and experts from important ecological companies of both regions we designed and verified as a part of a four-year pedagogical project supported by the EU a comprehensive education system in mathematical modelling of emission dispersion with exchange field trips and internships of students during cross-border Polish-Czech university education. The paper consists of two separate parts. The first part is focused on implementation of innovative lesson “Principles, algorithms, and differences of environmental dispersion emissions models”, used on both sides of Polish-Czech border region. An example of the use of the educational package of the Gaussian plume model with PC Templates, who was modified in cooperation between teachers from both cross-border universities and experts from professional companies is presented here too. Our four-year experience with student motivational field trips to professional companies in both border regions and exchange one-month professional internships for interested students to two Czech professional companies, where students learn to work with to the Gaussian plume model and one Polish professional company, where students are introduced to the Gaussian puff model is also discussed. The following separate second part will be focused on the innovative lesson of multivariate statistical methods of environmental data analysis, which are required for processing materials for modern mathematical modelling of the dispersion of emissions in practice. The target users of this two-part innovative courses are students of the MSc degree in Physical Measurement and Modelling at the University of Hradec Králové and students of the MSc degree in environmental studies at the University of Opole. However, it is also open to other Czech and foreign students and professionals.
{"title":"Environmental Emissions Dispersion Modelling, Principles and Algorithms; Cross-Border CZ-PL Course for Master’s Students","authors":"Vladimír Štěpánek, J. Kříž, Lidmila Hyšplerová, J. Keder, Z. Ziembik, A. Lyčka","doi":"10.2478/cdem-2022-0010","DOIUrl":"https://doi.org/10.2478/cdem-2022-0010","url":null,"abstract":"Abstract Regular mathematical modelling of the dispersion of emissions from large sources is required by law in all EU countries. It is also used in risk analysis to predict releases of toxic substances from various technologies, from volcanic activity and possibly also terrorist acts. However, there is a shortage of experts in this very specific and demanding profession in the labour market in most EU countries. In a collaboration between academicians from neighbouring University of Hradec Králové and University of Opole and experts from important ecological companies of both regions we designed and verified as a part of a four-year pedagogical project supported by the EU a comprehensive education system in mathematical modelling of emission dispersion with exchange field trips and internships of students during cross-border Polish-Czech university education. The paper consists of two separate parts. The first part is focused on implementation of innovative lesson “Principles, algorithms, and differences of environmental dispersion emissions models”, used on both sides of Polish-Czech border region. An example of the use of the educational package of the Gaussian plume model with PC Templates, who was modified in cooperation between teachers from both cross-border universities and experts from professional companies is presented here too. Our four-year experience with student motivational field trips to professional companies in both border regions and exchange one-month professional internships for interested students to two Czech professional companies, where students learn to work with to the Gaussian plume model and one Polish professional company, where students are introduced to the Gaussian puff model is also discussed. The following separate second part will be focused on the innovative lesson of multivariate statistical methods of environmental data analysis, which are required for processing materials for modern mathematical modelling of the dispersion of emissions in practice. The target users of this two-part innovative courses are students of the MSc degree in Physical Measurement and Modelling at the University of Hradec Králové and students of the MSc degree in environmental studies at the University of Opole. However, it is also open to other Czech and foreign students and professionals.","PeriodicalId":41079,"journal":{"name":"Chemistry-Didactics-Ecology-Metrology","volume":"27 1","pages":"165 - 181"},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48852427","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}
Abstract With the drastic reduction of the school chemistry teaching program in England in 1986, large quantities of apparatus and chemicals became redundant. The disused apparatus at Highgate School inspired the construction of a chemical showcase for pupils; this has encouraged pupils to develop a passion for chemistry. The idea of a “miniature museum” came from a visit to a local primary school in London, which had a beautiful science curiosities cabinet in one of its rooms. In both schools, sciences thrive, and are popular among pupils. Undoubtedly a display of assorted artefacts, which can be readily accessed by pupils, makes a significant impact on developing their interest in science. It is hoped that the story of these ventures will inspire teachers to make their own versions of these excellent and easily constructed educational facilities.
{"title":"Science Curiosities Cabinet And The Chemical Showcase","authors":"Z. Szydło","doi":"10.2478/cdem-2022-0007","DOIUrl":"https://doi.org/10.2478/cdem-2022-0007","url":null,"abstract":"Abstract With the drastic reduction of the school chemistry teaching program in England in 1986, large quantities of apparatus and chemicals became redundant. The disused apparatus at Highgate School inspired the construction of a chemical showcase for pupils; this has encouraged pupils to develop a passion for chemistry. The idea of a “miniature museum” came from a visit to a local primary school in London, which had a beautiful science curiosities cabinet in one of its rooms. In both schools, sciences thrive, and are popular among pupils. Undoubtedly a display of assorted artefacts, which can be readily accessed by pupils, makes a significant impact on developing their interest in science. It is hoped that the story of these ventures will inspire teachers to make their own versions of these excellent and easily constructed educational facilities.","PeriodicalId":41079,"journal":{"name":"Chemistry-Didactics-Ecology-Metrology","volume":"27 1","pages":"79 - 103"},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46169435","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}
Abstract The synthesis of amides belongs to traditional experimental tasks not only in organic chemistry exercises at universities but also at chemically focused secondary schools or in special practices at general high schools. An example of such a synthesis may be the preparation of acetanilide via reaction of aniline with acetic acid or acetic anhydride. However, both of these reactions are associated with a rather long reaction time and certain hazards that limit their straightforward use in pedagogical practice. Conveniently, the reaction of aniline with acetic acid may be significantly optimised if it is performed under solvent-free conditions in the presence of microwaves, which reduces considerably the reaction time and provides very good yield, compared to traditional heating by a heating nest. In this study, the main pedagogical aim of the experimental design is elucidation of the influence of the structure of the amines on the course of the reaction with formic acid through inquiry-based learning. Specifically, the proposed experiments consist in investigation of the chemical yield achieved in microwave assisted reactions of aniline and its derivatives with formic acid in such a way that is adequate for constructive learning of undergraduate chemistry students. The selected series of amines involves aniline, 4-methoxyaniline, 4-chloroaniline, and 4-nitroaniline. In accordance with the chemical reactivity principles, students gradually realise that the influence of the substituent is reflected in the reaction yield, which grows in the following order: N-(4-nitrophenyl)formamide ˂ N-(4-chlorophenyl)formamide ˂ N-phenylformamide ˂ N-(4-methoxyphenyl)formamide. Therefore, the results of the experiments enable students to discover that stronger basicity of the amine increases the yield of the amide. In order to deepen the students’ chemical knowledge and skills, the concept of the experiments was transformed to support inquiry-based student learning. The proposed experiments are intended for experimental learning in universities educating future chemistry teachers, but they may be also utilised in the form of workshops for students at secondary schools of a general educational nature.
{"title":"Microwave-Aided Reactions of Aniline Derivatives with Formic Acid: Inquiry-Based Learning Experiments","authors":"Michael Mycak, R. Doležal, M. Bílek, K. Kolář","doi":"10.2478/cdem-2022-0008","DOIUrl":"https://doi.org/10.2478/cdem-2022-0008","url":null,"abstract":"Abstract The synthesis of amides belongs to traditional experimental tasks not only in organic chemistry exercises at universities but also at chemically focused secondary schools or in special practices at general high schools. An example of such a synthesis may be the preparation of acetanilide via reaction of aniline with acetic acid or acetic anhydride. However, both of these reactions are associated with a rather long reaction time and certain hazards that limit their straightforward use in pedagogical practice. Conveniently, the reaction of aniline with acetic acid may be significantly optimised if it is performed under solvent-free conditions in the presence of microwaves, which reduces considerably the reaction time and provides very good yield, compared to traditional heating by a heating nest. In this study, the main pedagogical aim of the experimental design is elucidation of the influence of the structure of the amines on the course of the reaction with formic acid through inquiry-based learning. Specifically, the proposed experiments consist in investigation of the chemical yield achieved in microwave assisted reactions of aniline and its derivatives with formic acid in such a way that is adequate for constructive learning of undergraduate chemistry students. The selected series of amines involves aniline, 4-methoxyaniline, 4-chloroaniline, and 4-nitroaniline. In accordance with the chemical reactivity principles, students gradually realise that the influence of the substituent is reflected in the reaction yield, which grows in the following order: N-(4-nitrophenyl)formamide ˂ N-(4-chlorophenyl)formamide ˂ N-phenylformamide ˂ N-(4-methoxyphenyl)formamide. Therefore, the results of the experiments enable students to discover that stronger basicity of the amine increases the yield of the amide. In order to deepen the students’ chemical knowledge and skills, the concept of the experiments was transformed to support inquiry-based student learning. The proposed experiments are intended for experimental learning in universities educating future chemistry teachers, but they may be also utilised in the form of workshops for students at secondary schools of a general educational nature.","PeriodicalId":41079,"journal":{"name":"Chemistry-Didactics-Ecology-Metrology","volume":"27 1","pages":"135 - 151"},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45144579","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}
Abstract Chemistry experiments have been an issue of vivid discussion for more than fifty years now. Though there are many who hold a stand-offish position, there is a general notion chemistry experiments inherently belong to chemistry instruction. In this study, attention was given first to the frequency that Czech teachers at both lower and upper-secondary schools use experiments, demonstrations, laboratory work etc. A random, generalisable sample of 354 teachers filled in a questionnaire. The results showed experiments are used only seldom at lower-secondary schools and lyceums, more frequently at grammar schools, yet just “at least once a month”. Safety showed as one of the barriers. The teachers expressed general knowledge about a norm which covers the topic, however in their further responses they expressed a lack of awareness of the compounds their students are allowed to work with. These findings are a call for measures such as: developing a database of well-described procedures including safety regulation remarks or a simplified, easy to follow list of up-to-date regulations.
{"title":"Experiments Safety - The State of Art at Schools in Czechia","authors":"M. Rusek, Sohair Sakhnini, M. Bílek","doi":"10.2478/cdem-2022-0009","DOIUrl":"https://doi.org/10.2478/cdem-2022-0009","url":null,"abstract":"Abstract Chemistry experiments have been an issue of vivid discussion for more than fifty years now. Though there are many who hold a stand-offish position, there is a general notion chemistry experiments inherently belong to chemistry instruction. In this study, attention was given first to the frequency that Czech teachers at both lower and upper-secondary schools use experiments, demonstrations, laboratory work etc. A random, generalisable sample of 354 teachers filled in a questionnaire. The results showed experiments are used only seldom at lower-secondary schools and lyceums, more frequently at grammar schools, yet just “at least once a month”. Safety showed as one of the barriers. The teachers expressed general knowledge about a norm which covers the topic, however in their further responses they expressed a lack of awareness of the compounds their students are allowed to work with. These findings are a call for measures such as: developing a database of well-described procedures including safety regulation remarks or a simplified, easy to follow list of up-to-date regulations.","PeriodicalId":41079,"journal":{"name":"Chemistry-Didactics-Ecology-Metrology","volume":"27 1","pages":"153 - 163"},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43522440","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}
Katarína Kotuľáková, M. Orolínová, Natália Priškinová, Romana Schubertová, Renáta Tóthová
Abstract Opportunities for self-reflection and collaborative reflection support inquiry-based teaching. The presented study focuses on retrospective self-reports of 14 science teachers about teaching inquiry lessons in their regular science classes. Their self-reports were compared with observation reports of researchers. Data from semi-structured interviews were added. The results indicate that teachers overestimated their performance in the class in all observed areas of inquiry instruction. The most misinterpreted and overestimated area by teachers seems to be formulating research questions, analysing data and drawing conclusions, which are the most effective processes in student learning. Based on the results of the study, several implications are suggested in order to focus on the self-reflective skills of teachers.
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