Since 2004, the Italian Ministry of Education, University and Research (MIUR), the Conference of Science and Technology Headmasters, and Confindustria, have been promoting the National Plan for Scientific Degrees (PLS) aimed at supporting students in acquiring scientific skills better responding to contemporary society challenges and increasing vocations in basic sciences. This paper describes a successful experience of the University of Cagliari together with selected local secondary schools, in which the hot topic of technological waste valorization was selected to create an orientation laboratory for students towards chemistry disciplines. Specifically, students and teachers were guided into the challenging world of e-waste production and treatment through the practical activity of noble metals recovery from real waste ink-jet cartridges. A specific emphasis was placed on fundamental chemical aspects – separation and recovery of metals driven by redox processes favored by a complexing agent – as well as on the chance to play on coordination chemistry to promote a green chemistry approach. The close collaboration between school and university teachers in planning and implementing laboratory activities is the element that characterizes PLS actions and promotes the development and strengthening of relations between secondary school and university courses in science, technology, engineering, and mathematics (STEM).
{"title":"A lab experiment on metals separation and recovery from waste ink-jet cartridges as a non-formal appealing learning activity for students of secondary schools","authors":"A. Rossi, Angela Serpe","doi":"10.1515/cti-2023-0063","DOIUrl":"https://doi.org/10.1515/cti-2023-0063","url":null,"abstract":"\u0000 Since 2004, the Italian Ministry of Education, University and Research (MIUR), the Conference of Science and Technology Headmasters, and Confindustria, have been promoting the National Plan for Scientific Degrees (PLS) aimed at supporting students in acquiring scientific skills better responding to contemporary society challenges and increasing vocations in basic sciences. This paper describes a successful experience of the University of Cagliari together with selected local secondary schools, in which the hot topic of technological waste valorization was selected to create an orientation laboratory for students towards chemistry disciplines. Specifically, students and teachers were guided into the challenging world of e-waste production and treatment through the practical activity of noble metals recovery from real waste ink-jet cartridges. A specific emphasis was placed on fundamental chemical aspects – separation and recovery of metals driven by redox processes favored by a complexing agent – as well as on the chance to play on coordination chemistry to promote a green chemistry approach. The close collaboration between school and university teachers in planning and implementing laboratory activities is the element that characterizes PLS actions and promotes the development and strengthening of relations between secondary school and university courses in science, technology, engineering, and mathematics (STEM).","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984509","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}
Esther Nartey, Ernest Koranteng, Emmanuel Kyame Oppong, Ruby Hanson
This study analyzed third-year undergraduate Chemistry major students’ drawings and written explanations of substitution reactions. Seventy (70) students were purposively selected for this study. The main data collection instrument was a diagnostic test and students’ responses were analyzed using deductive coding. The study aimed to unearth students’ conceptual understanding and difficulties on substitution reactions to provide significant insights into improving teaching strategies and learning outcomes. The findings revealed that: 1. Students were more familiar with SN2 reaction mechanisms and could answer questions on SN2 reaction mechanisms better than SN1 reaction mechanisms; 2. Students’ use of ‘chemical vocabulary’ did not translate into an understanding of electron movement and causal mechanistic explanation; 3. About 97 % of the students who gave a correct/partially correct description provided a description of what was happening in the reaction without any further explanation of why the reaction occurred; 4. Students had a slightly better understanding of drawing the correct mechanisms than providing accurate explanations. This study recommends that, in teaching organic reaction mechanisms, instructors should emphasize on electron-pushing formalisms and explain how and why reactions occur to encourage mechanistic thinking in students. Also, students should be given ample practice in organic reaction mechanisms to improve mastery.
{"title":"Analysis of undergraduate chemistry students’ responses to substitution reaction mechanisms: a road to mastery","authors":"Esther Nartey, Ernest Koranteng, Emmanuel Kyame Oppong, Ruby Hanson","doi":"10.1515/cti-2023-0075","DOIUrl":"https://doi.org/10.1515/cti-2023-0075","url":null,"abstract":"\u0000 This study analyzed third-year undergraduate Chemistry major students’ drawings and written explanations of substitution reactions. Seventy (70) students were purposively selected for this study. The main data collection instrument was a diagnostic test and students’ responses were analyzed using deductive coding. The study aimed to unearth students’ conceptual understanding and difficulties on substitution reactions to provide significant insights into improving teaching strategies and learning outcomes. The findings revealed that: 1. Students were more familiar with SN2 reaction mechanisms and could answer questions on SN2 reaction mechanisms better than SN1 reaction mechanisms; 2. Students’ use of ‘chemical vocabulary’ did not translate into an understanding of electron movement and causal mechanistic explanation; 3. About 97 % of the students who gave a correct/partially correct description provided a description of what was happening in the reaction without any further explanation of why the reaction occurred; 4. Students had a slightly better understanding of drawing the correct mechanisms than providing accurate explanations. This study recommends that, in teaching organic reaction mechanisms, instructors should emphasize on electron-pushing formalisms and explain how and why reactions occur to encourage mechanistic thinking in students. Also, students should be given ample practice in organic reaction mechanisms to improve mastery.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141001442","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}
Jane Batamuliza, Gonzague Habinshuti, Jean Baptiste Nkurunziza
The study aims to explore how students perceive the use of interactive computer simulations (ICS). The mixed-method approach under a converging design was employed to collect quantitative and qualitative data. A sample of 160 participants were purposively selected. The questionnaire consisted of four sections, including Behavioral Intention to Use, Attitude Toward Usage, Usefulness, and Perceived Ease of Use. The collected data was analyzed in MS Excel. 83 % of participants believed that their learning experience has improved and become easier. Moreover, a significant number of students 79 % expressed high perceptions towards the ease-of-use ICS in the teaching and learning process, and 77 % demonstrated a strong positive attitude towards the usage. Additionally, 76 % had a highly positive perception of their behavioral intention to use ICS in their chemistry learning. However, 39 % of students expressed low perceptions of ease of use of ICSs due to a lack of basic computer skills. In general, the findings show positive significance in students’ perceptions toward the use of ICSs in teaching and learning chemistry. The study recommends that ICSs should be used to supplement chemistry education.
本研究旨在探讨学生如何看待交互式计算机模拟（ICS）的使用。本研究采用了融合设计下的混合方法来收集定量和定性数据。研究有目的性地选取了 160 名参与者作为样本。问卷由四个部分组成，包括使用行为意向、使用态度、有用性和感知易用性。收集到的数据用 MS Excel 进行了分析。83% 的参与者认为他们的学习体验得到了改善，变得更加轻松。此外，79%的学生对综合控制系统在教学过程中的易用性表示高度认可，77%的学生对使用综合控制系统持积极态度。此外，76%的学生对在化学学习中使用综合控制系统的行为意向持非常积极的态度。然而，由于缺乏基本的计算机技能，39%的学生对综合学科系统的易用性评价较低。总的来说，研究结果表明，学生对在化学教学中使用综合布线系统的看法具有积极意义。研究建議應使用綜合系統輔助化學教學。
{"title":"Students’ perceptions towards the use of computer simulations in teaching and learning of chemistry in lower secondary schools","authors":"Jane Batamuliza, Gonzague Habinshuti, Jean Baptiste Nkurunziza","doi":"10.1515/cti-2023-0064","DOIUrl":"https://doi.org/10.1515/cti-2023-0064","url":null,"abstract":"\u0000 The study aims to explore how students perceive the use of interactive computer simulations (ICS). The mixed-method approach under a converging design was employed to collect quantitative and qualitative data. A sample of 160 participants were purposively selected. The questionnaire consisted of four sections, including Behavioral Intention to Use, Attitude Toward Usage, Usefulness, and Perceived Ease of Use. The collected data was analyzed in MS Excel. 83 % of participants believed that their learning experience has improved and become easier. Moreover, a significant number of students 79 % expressed high perceptions towards the ease-of-use ICS in the teaching and learning process, and 77 % demonstrated a strong positive attitude towards the usage. Additionally, 76 % had a highly positive perception of their behavioral intention to use ICS in their chemistry learning. However, 39 % of students expressed low perceptions of ease of use of ICSs due to a lack of basic computer skills. In general, the findings show positive significance in students’ perceptions toward the use of ICSs in teaching and learning chemistry. The study recommends that ICSs should be used to supplement chemistry education.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"36 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140702081","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}
Alina Majcen, J. Gohla, Anna S. Steinhoff, Lena Meißner, Sebastian Tassoti, Philipp Spitzer
Microplastics are now ubiquitous in the environment and are even considered “technofossils” of the Anthropocene. Given their omnipresence and potential impact, identifying and analyzing these particles becomes increasingly crucial. Novel approaches suggest density gradient centrifugation for simultaneous extraction and fractionation of microplastic particles based on their plastic-specific densities. In this article we describe a cheap and harmless experimental setting to fractionate microplastic particles by density gradient centrifugation. An innovative low-cost Do-It-Yourself (DIY) gradient maker using Luer-Lock syringes is presented. With this gradient maker it is possible to produce density gradients with water and sucrose solutions, covering a density range of 1.00–1.32 g/cm3, as well as with water and saturated potassium carbonate solutions, covering a density range of 1.06–1.53 g/cm3. The separation performance was tested with the most broadly used plastics polyamide, polyurethane, polycarbonate, polyethylene terephthalate and polyvinylchloride. Both density gradients show centrifugation stability and clear banding patterns after centrifugation. Due to its cheap and easy-to-build-easy-to-use nature, this experimental setting for microplastic fractionation by density gradient centrifugation offers an approach for schools not only to address the microplastic problems, but also to integrate new methods of microplastic analysis in upper secondary school laboratories.
{"title":"Fractionating microplastics by density gradient centrifugation: a novel approach using LuerLock syringes in a low-cost density gradient maker","authors":"Alina Majcen, J. Gohla, Anna S. Steinhoff, Lena Meißner, Sebastian Tassoti, Philipp Spitzer","doi":"10.1515/cti-2023-0079","DOIUrl":"https://doi.org/10.1515/cti-2023-0079","url":null,"abstract":"\u0000 Microplastics are now ubiquitous in the environment and are even considered “technofossils” of the Anthropocene. Given their omnipresence and potential impact, identifying and analyzing these particles becomes increasingly crucial. Novel approaches suggest density gradient centrifugation for simultaneous extraction and fractionation of microplastic particles based on their plastic-specific densities. In this article we describe a cheap and harmless experimental setting to fractionate microplastic particles by density gradient centrifugation. An innovative low-cost Do-It-Yourself (DIY) gradient maker using Luer-Lock syringes is presented. With this gradient maker it is possible to produce density gradients with water and sucrose solutions, covering a density range of 1.00–1.32 g/cm3, as well as with water and saturated potassium carbonate solutions, covering a density range of 1.06–1.53 g/cm3. The separation performance was tested with the most broadly used plastics polyamide, polyurethane, polycarbonate, polyethylene terephthalate and polyvinylchloride. Both density gradients show centrifugation stability and clear banding patterns after centrifugation. Due to its cheap and easy-to-build-easy-to-use nature, this experimental setting for microplastic fractionation by density gradient centrifugation offers an approach for schools not only to address the microplastic problems, but also to integrate new methods of microplastic analysis in upper secondary school laboratories.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"32 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140714546","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}
Karen Ouverney dos Santos, Cauã Paes de Almeida Martins, Maurício Luzetti de Oliveira Leite, Michel Alves Moura Andrade, Sophia da Cruz Augusto
The improper disposal of batteries has numerous consequences for the environment, since they contain potentially toxic metals that can be leached, infiltrating, and contaminating the soil layers, the groundwater, as well as the fauna and flora of nearby regions. Therefore, studies were conducted to simulate and analyze soil contamination by the release of potentially toxic metals from the incorrect disposal of alkaline batteries in the environment, in similar natural conditions, by doing leaching tests in fertilized soil resembling a landfill. Therefore, in this paper a simple experiment is proposed for sensitizing students toward the consequences of an incorrect disposal of batteries in the environment.
{"title":"Consequences of the incorrect disposal of electronic waste when growing flower seedlings","authors":"Karen Ouverney dos Santos, Cauã Paes de Almeida Martins, Maurício Luzetti de Oliveira Leite, Michel Alves Moura Andrade, Sophia da Cruz Augusto","doi":"10.1515/cti-2023-0061","DOIUrl":"https://doi.org/10.1515/cti-2023-0061","url":null,"abstract":"\u0000 The improper disposal of batteries has numerous consequences for the environment, since they contain potentially toxic metals that can be leached, infiltrating, and contaminating the soil layers, the groundwater, as well as the fauna and flora of nearby regions. Therefore, studies were conducted to simulate and analyze soil contamination by the release of potentially toxic metals from the incorrect disposal of alkaline batteries in the environment, in similar natural conditions, by doing leaching tests in fertilized soil resembling a landfill. Therefore, in this paper a simple experiment is proposed for sensitizing students toward the consequences of an incorrect disposal of batteries in the environment.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140416034","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 dualities of benzene derivatives often make basic organic chemistry challenging for students. This includes the relationship between full structural and line-angle formulas, the distinctions between preferred and systematic IUPAC names for benzene derivatives, and the nuances between ortho-, para-, and meta-directors. To effectively demonstrate these dualities of benzene derivatives, we have designed a range of teaching aids rooted in the folk toy, Jacob’s ladder. This paper presents lectures designed for advanced placement high school students and nonchemistry majors, employing this innovative series of Jacob’s ladder-based teaching aids. The majority of students found the lecture engaging, and many developed a comprehensive understanding of the dualities of benzene derivatives.
{"title":"Design of Jacob’s ladder-based teaching aids for illustrating the dualities of benzene derivatives","authors":"R. Horikoshi, Hiroki Nakajima","doi":"10.1515/cti-2023-0038","DOIUrl":"https://doi.org/10.1515/cti-2023-0038","url":null,"abstract":"\u0000 The dualities of benzene derivatives often make basic organic chemistry challenging for students. This includes the relationship between full structural and line-angle formulas, the distinctions between preferred and systematic IUPAC names for benzene derivatives, and the nuances between ortho-, para-, and meta-directors. To effectively demonstrate these dualities of benzene derivatives, we have designed a range of teaching aids rooted in the folk toy, Jacob’s ladder. This paper presents lectures designed for advanced placement high school students and nonchemistry majors, employing this innovative series of Jacob’s ladder-based teaching aids. The majority of students found the lecture engaging, and many developed a comprehensive understanding of the dualities of benzene derivatives.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"14 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140438950","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}
Incorporating cultural aspects into science education has recently been stressed in many non-Western societies. However, Chinese traditional cultures are rarely discussed in Chinese science classrooms. Hence, a teaching intervention integrating Confucian ecological ethics and education for sustainable development in secondary chemistry classrooms was designed, implemented online due to the COVID-19 pandemic, and analyzed. It focuses on discussing aspects of Confucian ecological ethics in the context of a lesson plan on the socio-scientific issue of plastic use. Sixty-five 10th-grade students from an urban key public high school in Beijing voluntarily attended this research. Based on the analysis of their feedback it is suggested that Confucian ecological ethics can improve students’ environmental awareness. Most students acknowledged that Confucian ecological ethics could promote Chinese sustainability-oriented chemistry education with a value-oriented approach.
{"title":"Learning about Confucian ecological ethics to promote education for sustainable development in Chinese secondary chemistry education","authors":"Baoyu Li, Ingo Eilks","doi":"10.1515/cti-2023-0037","DOIUrl":"https://doi.org/10.1515/cti-2023-0037","url":null,"abstract":"\u0000 Incorporating cultural aspects into science education has recently been stressed in many non-Western societies. However, Chinese traditional cultures are rarely discussed in Chinese science classrooms. Hence, a teaching intervention integrating Confucian ecological ethics and education for sustainable development in secondary chemistry classrooms was designed, implemented online due to the COVID-19 pandemic, and analyzed. It focuses on discussing aspects of Confucian ecological ethics in the context of a lesson plan on the socio-scientific issue of plastic use. Sixty-five 10th-grade students from an urban key public high school in Beijing voluntarily attended this research. Based on the analysis of their feedback it is suggested that Confucian ecological ethics can improve students’ environmental awareness. Most students acknowledged that Confucian ecological ethics could promote Chinese sustainability-oriented chemistry education with a value-oriented approach.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"51 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139845085","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}
Incorporating cultural aspects into science education has recently been stressed in many non-Western societies. However, Chinese traditional cultures are rarely discussed in Chinese science classrooms. Hence, a teaching intervention integrating Confucian ecological ethics and education for sustainable development in secondary chemistry classrooms was designed, implemented online due to the COVID-19 pandemic, and analyzed. It focuses on discussing aspects of Confucian ecological ethics in the context of a lesson plan on the socio-scientific issue of plastic use. Sixty-five 10th-grade students from an urban key public high school in Beijing voluntarily attended this research. Based on the analysis of their feedback it is suggested that Confucian ecological ethics can improve students’ environmental awareness. Most students acknowledged that Confucian ecological ethics could promote Chinese sustainability-oriented chemistry education with a value-oriented approach.
{"title":"Learning about Confucian ecological ethics to promote education for sustainable development in Chinese secondary chemistry education","authors":"Baoyu Li, Ingo Eilks","doi":"10.1515/cti-2023-0037","DOIUrl":"https://doi.org/10.1515/cti-2023-0037","url":null,"abstract":"\u0000 Incorporating cultural aspects into science education has recently been stressed in many non-Western societies. However, Chinese traditional cultures are rarely discussed in Chinese science classrooms. Hence, a teaching intervention integrating Confucian ecological ethics and education for sustainable development in secondary chemistry classrooms was designed, implemented online due to the COVID-19 pandemic, and analyzed. It focuses on discussing aspects of Confucian ecological ethics in the context of a lesson plan on the socio-scientific issue of plastic use. Sixty-five 10th-grade students from an urban key public high school in Beijing voluntarily attended this research. Based on the analysis of their feedback it is suggested that Confucian ecological ethics can improve students’ environmental awareness. Most students acknowledged that Confucian ecological ethics could promote Chinese sustainability-oriented chemistry education with a value-oriented approach.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"123 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139784972","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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