Dimas Gilang Ramadhani, Sri Yamtinah, Sulistyo Saputro, Sri Widoretno
Abstract Engaging students in collaborative learning fosters the expression of ideas, deepens understanding, and hones argumentation skills. Argumentation is pivotal, and instructors should facilitate opportunities for its practice. In the study on an environmental chemistry course, class conversations were recorded to analyze students’ contributions to online learning. Participants shared opinions, raised objections, and built on others’ answers. The instructor played a crucial role in harmonizing collaboration and guiding comprehensive argumentation. The study found claims and data as the most basic and common elements of argumentation. However, more complex components like rebuttal and backing warrants often need instructor intervention. While claims and data typically relied on one form of representation, such as macroscopic or symbolic, warrants demanded multiple dimensions, predominantly symbolic and submicroscopic. Toulmin’s arguments and Mahaffy’s tetrahedral ability of chemical representation were used for analysis. The findings highlighted that argumentation skills and chemical representation are intertwined, with certain argumentative components calling for specific representational dimensions. Collaborative online learning, thus, can enhance student participation and multifaceted skill development.
{"title":"Analysis of the relationship between students’ argumentation and chemical representational ability: a case study of hybrid learning oriented in the environmental chemistry course","authors":"Dimas Gilang Ramadhani, Sri Yamtinah, Sulistyo Saputro, Sri Widoretno","doi":"10.1515/cti-2023-0047","DOIUrl":"https://doi.org/10.1515/cti-2023-0047","url":null,"abstract":"Abstract Engaging students in collaborative learning fosters the expression of ideas, deepens understanding, and hones argumentation skills. Argumentation is pivotal, and instructors should facilitate opportunities for its practice. In the study on an environmental chemistry course, class conversations were recorded to analyze students’ contributions to online learning. Participants shared opinions, raised objections, and built on others’ answers. The instructor played a crucial role in harmonizing collaboration and guiding comprehensive argumentation. The study found claims and data as the most basic and common elements of argumentation. However, more complex components like rebuttal and backing warrants often need instructor intervention. While claims and data typically relied on one form of representation, such as macroscopic or symbolic, warrants demanded multiple dimensions, predominantly symbolic and submicroscopic. Toulmin’s arguments and Mahaffy’s tetrahedral ability of chemical representation were used for analysis. The findings highlighted that argumentation skills and chemical representation are intertwined, with certain argumentative components calling for specific representational dimensions. Collaborative online learning, thus, can enhance student participation and multifaceted skill development.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136229566","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}
Janaina C. L. Fonseca, Jose Marcelo Wendling Junior, Gabriel R. Eugenio, Cintia D. F. Milagre
Abstract An e-waste outreach project was developed with two overriding goals: (1) to strengthen the partnership between the university and the local recyclable material cooperative, which has been carrying out actions aimed at supporting the work of the Cooperative, and (2) to collaborate in the expansion of environmental education activities in the process of social and economic insertion of collectors and the reduction of environmental impacts. During this process, the materials and corresponding activities related to the theoretical and practical course followed by the cooperative workers were developed by a transversal team of (under)graduate students, faculty, and staff from the Chemistry, Electric Engineering, and Public Administration areas. In addition, social media materials were created to sensibilize and engage the university community regarding effective e-waste awareness, to adhere to the voluntary drop-off point of e-waste collection, and to address the issues that can affect our environment and health if e-waste is sent to landfills. It was an example of how chemistry contributes to the Sustainable Development Goals through an outreach project.
{"title":"University and local recyclable material cooperative – building bridges around e-waste","authors":"Janaina C. L. Fonseca, Jose Marcelo Wendling Junior, Gabriel R. Eugenio, Cintia D. F. Milagre","doi":"10.1515/cti-2023-0048","DOIUrl":"https://doi.org/10.1515/cti-2023-0048","url":null,"abstract":"Abstract An e-waste outreach project was developed with two overriding goals: (1) to strengthen the partnership between the university and the local recyclable material cooperative, which has been carrying out actions aimed at supporting the work of the Cooperative, and (2) to collaborate in the expansion of environmental education activities in the process of social and economic insertion of collectors and the reduction of environmental impacts. During this process, the materials and corresponding activities related to the theoretical and practical course followed by the cooperative workers were developed by a transversal team of (under)graduate students, faculty, and staff from the Chemistry, Electric Engineering, and Public Administration areas. In addition, social media materials were created to sensibilize and engage the university community regarding effective e-waste awareness, to adhere to the voluntary drop-off point of e-waste collection, and to address the issues that can affect our environment and health if e-waste is sent to landfills. It was an example of how chemistry contributes to the Sustainable Development Goals through an outreach project.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134993084","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 In a teaching context based on the competency approach, the creation of an appropriate teaching-learning environment requires, among other things, teachers to master the meaning of the concepts taught and teaching-learning activities designed according to the constructivist approach and the investigative approach. In this article, we focused on the operating principle of the Daniell cell. The research study involved identifying the epistemological gaps of 58 future teachers in relation to the concepts describing the previous theme via an open questionnaire, as well as the degree of compliance of the activities proposed in the textbook with the curricular guidelines. The main results showed that the respondents had not mastered the meaning of the positive and negative poles of a cell or the concept of its electrical voltage. With regard to the textbook studied, we found that the design of the activities did not comply with the principles of the competency-based approach and the spiral progression of knowledge. To overcome these constraints, we propose pedagogical designs aimed at reinforcing and developing the skills of teachers and learners while progressing in the spiral of knowledge.
{"title":"Designing a learning environment based on the spiral of skills to overcome the didactic obstacles associated with teaching the Daniell cell","authors":"Mourad Mennani, Khadija Raouf, Abderrahim Khyati","doi":"10.1515/cti-2023-0049","DOIUrl":"https://doi.org/10.1515/cti-2023-0049","url":null,"abstract":"Abstract In a teaching context based on the competency approach, the creation of an appropriate teaching-learning environment requires, among other things, teachers to master the meaning of the concepts taught and teaching-learning activities designed according to the constructivist approach and the investigative approach. In this article, we focused on the operating principle of the Daniell cell. The research study involved identifying the epistemological gaps of 58 future teachers in relation to the concepts describing the previous theme via an open questionnaire, as well as the degree of compliance of the activities proposed in the textbook with the curricular guidelines. The main results showed that the respondents had not mastered the meaning of the positive and negative poles of a cell or the concept of its electrical voltage. With regard to the textbook studied, we found that the design of the activities did not comply with the principles of the competency-based approach and the spiral progression of knowledge. To overcome these constraints, we propose pedagogical designs aimed at reinforcing and developing the skills of teachers and learners while progressing in the spiral of knowledge.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134993513","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 Thermodynamics is a central topic of chemistry as it holds a crucial role in understanding chemical processes. Due to its complexity, level of abstraction and amount of “mathematics”, chemical thermodynamics is one of the most challenging subjects resulting in a huge number of inappropriate conceptions. To determine whether a chemical reaction is spontaneous in a particular direction, students need to apply a huge amount of chemical knowledge when completing a complex, multi-step thinking process. In a Design-Based Research project, we developed “unmathematical” instructional material that aims at supporting students in accomplishing this demanding task. By providing a step-by-step instruction and incorporating scaffolding measures, students are guided through four successive tasks. The material was implemented in more than ten upper secondary chemistry classes and four teacher education courses and was proved to be proper for independent work, supporting students in connecting thermodynamics to basic chemical knowledge. Working on the material enables students to overcome barriers in the field of chemical thermodynamics and to successfully complete tasks in the area of thermodynamics and physical chemistry. Teachers can easily adapt the material to specific contents, levels, and teaching requirements. Further, the supportive material can be applied to offer differentiated and individualised learning paths.
{"title":"Does it occur or not? – A structured approach to support students in determining the spontaneity of chemical reactions","authors":"Elisabeth Hofer, Rosina Steininger","doi":"10.1515/cti-2022-0046","DOIUrl":"https://doi.org/10.1515/cti-2022-0046","url":null,"abstract":"Abstract Thermodynamics is a central topic of chemistry as it holds a crucial role in understanding chemical processes. Due to its complexity, level of abstraction and amount of “mathematics”, chemical thermodynamics is one of the most challenging subjects resulting in a huge number of inappropriate conceptions. To determine whether a chemical reaction is spontaneous in a particular direction, students need to apply a huge amount of chemical knowledge when completing a complex, multi-step thinking process. In a Design-Based Research project, we developed “unmathematical” instructional material that aims at supporting students in accomplishing this demanding task. By providing a step-by-step instruction and incorporating scaffolding measures, students are guided through four successive tasks. The material was implemented in more than ten upper secondary chemistry classes and four teacher education courses and was proved to be proper for independent work, supporting students in connecting thermodynamics to basic chemical knowledge. Working on the material enables students to overcome barriers in the field of chemical thermodynamics and to successfully complete tasks in the area of thermodynamics and physical chemistry. Teachers can easily adapt the material to specific contents, levels, and teaching requirements. Further, the supportive material can be applied to offer differentiated and individualised learning paths.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135776673","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 Relativistic effects are important to understand the chemistry of heavier elements across the periodic table (PT). Three important relativistic effects are: contraction of s - and p -orbitals (direct relativistic effect), expansion of d - and f -orbitals (indirect relativistic effect) and spin–orbit (SO) coupling to split the p -, d - and f -orbitals. Each of these effects is approximately proportional to Z 2 ( Z = atomic number) for the valence shell electrons in many electron atoms and consequently, these relativistic effects dominantly control the properties of the heavier elements (mainly the 6th and 7th period elements). These aspects are not given the proper importance in most of the inorganic chemistry text books and in chemistry education at the university level.
相对论效应对于理解元素周期表(PT)中重元素的化学性质非常重要。三个重要的相对论效应是:s -和p -轨道的收缩(直接相对论效应)，d -和f -轨道的膨胀(间接相对论效应)和自旋轨道(SO)耦合以分裂p -， d -和f -轨道。在许多电子原子中，这些效应与价层电子的z2 (Z =原子序数)大约成正比，因此，这些相对论效应主要控制重元素(主要是第6和第7周期元素)的性质。这些方面在大多数无机化学教材和大学化学教育中都没有得到应有的重视。
{"title":"Relativistic effects on the chemistry of heavier elements: why not given proper importance in chemistry education at the undergraduate and postgraduate level?","authors":"Ankita Das, Udita Das, Ruhi Das, Asim K. Das","doi":"10.1515/cti-2023-0043","DOIUrl":"https://doi.org/10.1515/cti-2023-0043","url":null,"abstract":"Abstract Relativistic effects are important to understand the chemistry of heavier elements across the periodic table (PT). Three important relativistic effects are: contraction of s - and p -orbitals (direct relativistic effect), expansion of d - and f -orbitals (indirect relativistic effect) and spin–orbit (SO) coupling to split the p -, d - and f -orbitals. Each of these effects is approximately proportional to Z 2 ( Z = atomic number) for the valence shell electrons in many electron atoms and consequently, these relativistic effects dominantly control the properties of the heavier elements (mainly the 6th and 7th period elements). These aspects are not given the proper importance in most of the inorganic chemistry text books and in chemistry education at the university level.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135929766","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 This educatory experiment uses an inexpensive pH meter to determine an approximate negative logarithm of the acid dissociation constant (p K a ) value of 4,4′-trimethylenedipiperidine (TMDP). Using a pH meter and statistical data analysis by Excel tool presents an excellent opportunity to deepen student engagement with the Henderson-Hasselbalch equation and acid/base dissociation constant ( K a / K b ). Furthermore, students understand the importance determination of K a / K b and its relationship with the concentration and strength of acid/base. Four different concentrations of TMDP aqueous solutions were prepared and a series of pH readings were collected using a calibrated pH meter. Some statistical parameters were calculated and analyzed using the statistical program in Excel. Finally, students identified an unknown p K a for TMDP and compared their obtained value with a predicted p K a using software like ChemAxon. The experiment is inexpensive, safe, simple, and clean, and less experienced students can perform it. In addition, all pH recordings can be readily accessible for analysis and descriptive statistics by the Excel formula.
摘要:本教学实验使用廉价的pH计来测定4,4 ' -三亚甲基二哌替啶(TMDP)的酸解离常数(pka)值的近似负对数。使用pH计和Excel工具的统计数据分析提供了一个极好的机会，加深学生对Henderson-Hasselbalch方程和酸碱解离常数(K a / K b)的参与。此外，学生了解了测定K a / K b的重要性及其与酸/碱浓度和强度的关系。制备了四种不同浓度的TMDP水溶液，并使用校准的pH计收集了一系列pH值。利用Excel统计程序对部分统计参数进行了计算和分析。最后，学生们确定了TMDP的未知kp值，并使用ChemAxon等软件将其获得的值与预测的kp值进行了比较。这个实验便宜、安全、简单、干净，没有经验的学生也可以做。此外，所有的pH值记录都可以通过Excel公式进行分析和描述性统计。
{"title":"Student exploration of the Henderson-Hasselbach equation and pH readings to determine the p<i>K</i> <sub> <i>a</i> </sub> value of 4,4′-trimethylenedipiperidine (TMDP)","authors":"Lia Zaharani, Nader Ghaffari Khaligh","doi":"10.1515/cti-2023-0036","DOIUrl":"https://doi.org/10.1515/cti-2023-0036","url":null,"abstract":"Abstract This educatory experiment uses an inexpensive pH meter to determine an approximate negative logarithm of the acid dissociation constant (p K a ) value of 4,4′-trimethylenedipiperidine (TMDP). Using a pH meter and statistical data analysis by Excel tool presents an excellent opportunity to deepen student engagement with the Henderson-Hasselbalch equation and acid/base dissociation constant ( K a / K b ). Furthermore, students understand the importance determination of K a / K b and its relationship with the concentration and strength of acid/base. Four different concentrations of TMDP aqueous solutions were prepared and a series of pH readings were collected using a calibrated pH meter. Some statistical parameters were calculated and analyzed using the statistical program in Excel. Finally, students identified an unknown p K a for TMDP and compared their obtained value with a predicted p K a using software like ChemAxon. The experiment is inexpensive, safe, simple, and clean, and less experienced students can perform it. In addition, all pH recordings can be readily accessible for analysis and descriptive statistics by the Excel formula.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136103093","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 A Hypo helmet is a fabric hood soaked with an aqueous solution of two sodium salts for the detoxication of chlorine that was developed during the First World War. Herein, we report on a lecture, developed for non-chemistry majors that used the Hypo helmet to highlight the physical and chemical properties of chlorine. The lecture consisted of the following three components: (1) a brief introduction to the First World War (the Chemists’ War), (2) video demonstrations of the generation of chlorine by mixing bleaching powder and hydrochloric acid and the detoxication of chlorine using a dummy Hypo helmet, and (3) students’ written impressions of the lecture. The students’ written impressions revealed two things: the lecture on chlorine and the Hypo helmet was well received, and most of the students (71 %, N = 82) did not know that chlorine was used as a poisonous gas during the First World War.
{"title":"Chemistry saving lives: using First World War Hypo helmets to avoid chlorine poisoning","authors":"Ryo Horikoshi, Souma Yoshida","doi":"10.1515/cti-2023-0046","DOIUrl":"https://doi.org/10.1515/cti-2023-0046","url":null,"abstract":"Abstract A Hypo helmet is a fabric hood soaked with an aqueous solution of two sodium salts for the detoxication of chlorine that was developed during the First World War. Herein, we report on a lecture, developed for non-chemistry majors that used the Hypo helmet to highlight the physical and chemical properties of chlorine. The lecture consisted of the following three components: (1) a brief introduction to the First World War (the Chemists’ War), (2) video demonstrations of the generation of chlorine by mixing bleaching powder and hydrochloric acid and the detoxication of chlorine using a dummy Hypo helmet, and (3) students’ written impressions of the lecture. The students’ written impressions revealed two things: the lecture on chlorine and the Hypo helmet was well received, and most of the students (71 %, N = 82) did not know that chlorine was used as a poisonous gas during the First World War.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136019143","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 Problem-solving is an important component of chemistry teaching and learning. It often requires both conceptual knowledge and problem-solving skills. This study aims to examine how students solve tasks related to proton 1 H NMR spectroscopy. This study included 24 voluntary participants enrolled in second-semester organic chemistry labs in two different instructional settings (online or in person). The data were collected through interviews conducted via Webex video conferencing software and used a think-aloud protocol. The data were analyzed using an inductive coding approach to identify students’ problem-solving approaches and resources they used when solving a given 1 H NMR task that involved matching protons in a compound to specific peaks in the spectrum. The resources framework was used to capture students’ conceptual resources and problem-solving approaches. Results revealed that participants used more productive approaches than unproductive approaches while solving the problem; however, most students relied on one basic NMR concept to draw conclusions about the identity of a given peak. Also, when we observed the problem-solving resources that students utilized based on how they received NMR instruction (online or in-person), we did not observe major differences between the problem-solving resources that students used.
问题解决是化学教与学的重要组成部分。它通常需要概念性知识和解决问题的能力。本研究旨在考察学生如何解决与质子氢核磁共振波谱有关的任务。这项研究包括24名自愿参加第二学期有机化学实验室的志愿者，他们在两种不同的教学环境下(在线或面对面)学习。数据是通过Webex视频会议软件进行的访谈收集的，并使用了有声思考协议。使用归纳编码方法对数据进行分析，以确定学生在解决给定的1 H NMR任务时使用的解决问题的方法和资源，该任务涉及将化合物中的质子与光谱中的特定峰相匹配。资源框架用于捕获学生的概念资源和解决问题的方法。结果显示，在解决问题时，参与者使用了比非生产性方法更多的生产性方法;然而，大多数学生依靠一个基本的核磁共振概念来得出关于给定峰的身份的结论。此外，当我们观察学生根据他们接受核磁共振指导的方式(在线或面对面)使用的问题解决资源时，我们没有观察到学生使用的问题解决资源之间的主要差异。
{"title":"An exploration of the proton NMR problem-solving approaches of undergraduate students","authors":"Sujani Gamage, Suazette Mooring","doi":"10.1515/cti-2023-0026","DOIUrl":"https://doi.org/10.1515/cti-2023-0026","url":null,"abstract":"Abstract Problem-solving is an important component of chemistry teaching and learning. It often requires both conceptual knowledge and problem-solving skills. This study aims to examine how students solve tasks related to proton 1 H NMR spectroscopy. This study included 24 voluntary participants enrolled in second-semester organic chemistry labs in two different instructional settings (online or in person). The data were collected through interviews conducted via Webex video conferencing software and used a think-aloud protocol. The data were analyzed using an inductive coding approach to identify students’ problem-solving approaches and resources they used when solving a given 1 H NMR task that involved matching protons in a compound to specific peaks in the spectrum. The resources framework was used to capture students’ conceptual resources and problem-solving approaches. Results revealed that participants used more productive approaches than unproductive approaches while solving the problem; however, most students relied on one basic NMR concept to draw conclusions about the identity of a given peak. Also, when we observed the problem-solving resources that students utilized based on how they received NMR instruction (online or in-person), we did not observe major differences between the problem-solving resources that students used.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135667047","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}
Marco Bortoli, Antonella Balasso, Giovanni Carta, Maristella Cestaro, Viviana Colla, Alessandra De Togni, Giulio Gallani, Cristina Giacometti, Laura Gianni, Lucia Giuffreda, Manuela Granella, Marina Iarabek, Enrico Lion, Giuseppe Mazzi, Caterina Migale, Stefano Milan, Paola Molesini, Mara Moretto, Roberta Predonzan, Ornella Priolisi, Rosella Romualdi, Cristina Rubini, Sandra Scarfì, Elena Tobaldini, Marco Dalla Tiezza, Enrico Nale, Massimo Bellanda, Gordon Kennedy, Gianpietro Sella, Alessandro Lanza, Laura Orian
Abstract Chemical Quest is an innovative trivia game based on the 102 elements of the periodic table from H to No, developed collaboratively by upper secondary school and university teachers with the aim of increasing the interest of young students (age 14–18) in chemistry. As part of the project, a software version of the game was successfully played in 24 classes. ‘Challenging, sometimes difficult, highly instructive, relaxing, captivating, ….’ are some of the positive comments by students and teachers. In addition, Chemical Quest was conceived to be adaptable since the rules can be modified and the cards can be selected to match the educational objective.
{"title":"Chemical Quest: general knowledge and popular culture quizzes about the elements in a board game for the class","authors":"Marco Bortoli, Antonella Balasso, Giovanni Carta, Maristella Cestaro, Viviana Colla, Alessandra De Togni, Giulio Gallani, Cristina Giacometti, Laura Gianni, Lucia Giuffreda, Manuela Granella, Marina Iarabek, Enrico Lion, Giuseppe Mazzi, Caterina Migale, Stefano Milan, Paola Molesini, Mara Moretto, Roberta Predonzan, Ornella Priolisi, Rosella Romualdi, Cristina Rubini, Sandra Scarfì, Elena Tobaldini, Marco Dalla Tiezza, Enrico Nale, Massimo Bellanda, Gordon Kennedy, Gianpietro Sella, Alessandro Lanza, Laura Orian","doi":"10.1515/cti-2023-0045","DOIUrl":"https://doi.org/10.1515/cti-2023-0045","url":null,"abstract":"Abstract Chemical Quest is an innovative trivia game based on the 102 elements of the periodic table from H to No, developed collaboratively by upper secondary school and university teachers with the aim of increasing the interest of young students (age 14–18) in chemistry. As part of the project, a software version of the game was successfully played in 24 classes. ‘Challenging, sometimes difficult, highly instructive, relaxing, captivating, ….’ are some of the positive comments by students and teachers. In addition, Chemical Quest was conceived to be adaptable since the rules can be modified and the cards can be selected to match the educational objective.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135963458","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 Scientific literacy is required to judge and act in an informed and responsible manner. Science education strives to enable learners to become scientific literate. To achieve this, there are science-specific and linguistic challenges to overcome. When teaching and learning chemistry, it is important to be aware that language varies according to the discourse topic, the relationship between the interlocutors, and the medium of communication. In the context of chemistry education, students are meant to learn how to extract information from subject-specific text-types such as lab reports, diagrams, etc., and to produce them autonomously. To do so, understanding and applying the conventions of academic language and the subject-specific scientific registers is necessary. To deal with these challenges, the Erasmus+ project sensiMINT was initiated to support both teachers and learners. In cross-disciplinary communities of practice, linguistically responsive tasks are analysed, developed, and refined. The paper presents the theoretical background and introduces genre charts of different chemistry-specific text-types as constructed by the sensiMINT experts. The application of the genre charts for understanding and producing chemistry-specific text-types is demonstrated with concrete examples.
{"title":"Analysing and developing linguistically responsive tasks within the frame-work of the cross-disciplinary Erasmus+ project sensiMINT","authors":"Anja Lembens, Rita Elisabeth Krebs","doi":"10.1515/cti-2022-0041","DOIUrl":"https://doi.org/10.1515/cti-2022-0041","url":null,"abstract":"Abstract Scientific literacy is required to judge and act in an informed and responsible manner. Science education strives to enable learners to become scientific literate. To achieve this, there are science-specific and linguistic challenges to overcome. When teaching and learning chemistry, it is important to be aware that language varies according to the discourse topic, the relationship between the interlocutors, and the medium of communication. In the context of chemistry education, students are meant to learn how to extract information from subject-specific text-types such as lab reports, diagrams, etc., and to produce them autonomously. To do so, understanding and applying the conventions of academic language and the subject-specific scientific registers is necessary. To deal with these challenges, the Erasmus+ project sensiMINT was initiated to support both teachers and learners. In cross-disciplinary communities of practice, linguistically responsive tasks are analysed, developed, and refined. The paper presents the theoretical background and introduces genre charts of different chemistry-specific text-types as constructed by the sensiMINT experts. The application of the genre charts for understanding and producing chemistry-specific text-types is demonstrated with concrete examples.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135547561","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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