Marina Hönig, Lilith Rüschenpöhler, Julian Küsel, S. Markic
Abstract Females and students of non-dominant ethnicity are less likely to aspire to science careers. However, overcoming discrimination in science and chemistry is a challenging task, especially in vocational orientation. Thus, there is a need for strategies to support young women in their identity formation in science and chemistry. This article presents a scheme for supporting young women’s science identity formation in conversations about vocational orientation. The goal is to support young women in developing a positive attitude towards careers in chemistry. This attitude is part of cultural chemistry capital. The scheme was developed based on a study conducted as part of the project DiSenSu. Here, coachings for vocational orientation for young women in science and chemistry are provided, following the idea of Science in Public. In the coaching, the attitudes towards science and chemistry were determined using quantitative data. Based on these results, coaches conducted conversations with the participants. Qualitative analysis of 11 conversations revealed strategies coaches used to support young women in their vocational orientation. The study shows how the participants’ attitude towards careers in chemistry is used as a starting point for coachings. Also, it provides strategies that can be used to promote young women’s cultural chemistry capital.
{"title":"Coaching strategies in vocational orientation for promoting young women’s self-concept and career aspirations in chemistry","authors":"Marina Hönig, Lilith Rüschenpöhler, Julian Küsel, S. Markic","doi":"10.1515/cti-2021-0006","DOIUrl":"https://doi.org/10.1515/cti-2021-0006","url":null,"abstract":"Abstract Females and students of non-dominant ethnicity are less likely to aspire to science careers. However, overcoming discrimination in science and chemistry is a challenging task, especially in vocational orientation. Thus, there is a need for strategies to support young women in their identity formation in science and chemistry. This article presents a scheme for supporting young women’s science identity formation in conversations about vocational orientation. The goal is to support young women in developing a positive attitude towards careers in chemistry. This attitude is part of cultural chemistry capital. The scheme was developed based on a study conducted as part of the project DiSenSu. Here, coachings for vocational orientation for young women in science and chemistry are provided, following the idea of Science in Public. In the coaching, the attitudes towards science and chemistry were determined using quantitative data. Based on these results, coaches conducted conversations with the participants. Qualitative analysis of 11 conversations revealed strategies coaches used to support young women in their vocational orientation. The study shows how the participants’ attitude towards careers in chemistry is used as a starting point for coachings. Also, it provides strategies that can be used to promote young women’s cultural chemistry capital.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2021-0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44479307","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}
Sachin Nedungadi, M. Mosher, S. Paek, R. Hyslop, Corina E. Brown
Abstract The fundamental concepts for organic reaction mechanisms inventory (FC-ORMI) is a multiple-choice instrument designed to assess students’ conception of fundamental concepts for understanding organic reaction mechanisms. The concepts were identified from open-ended interviews and a national survey of organic chemistry instructors reported in a previous study. This manuscript describes the development of the inventory items related to these identified concepts and the psychometric analysis of the instrument. In the developmental stage, open-ended questions were administered to first-semester organic chemistry students (N = 138), and open-ended interviews were conducted with students (N = 22) from the same pool to gain insight into their thought processes. The answers revealed alternate conceptions which were used to formulate distractors for the inventory. A pilot version and a beta version of the inventory were administered to 105 and 359 first-semester organic chemistry students, respectively. From these administrations, the 26-item alpha version was developed and administered to first-semester undergraduate organic chemistry students (N = 753). Psychometric analysis was conducted at the item and test level using Classical Test Theory and Rasch analysis. The results indicate that the items on the FC-ORMI function well to reveal students’ alternate conceptions. The instrument meets the acceptable standards of validity and reliability for concept inventories.
{"title":"Development and psychometric analysis of an inventory of fundamental concepts for understanding organic reaction mechanisms","authors":"Sachin Nedungadi, M. Mosher, S. Paek, R. Hyslop, Corina E. Brown","doi":"10.1515/cti-2021-0009","DOIUrl":"https://doi.org/10.1515/cti-2021-0009","url":null,"abstract":"Abstract The fundamental concepts for organic reaction mechanisms inventory (FC-ORMI) is a multiple-choice instrument designed to assess students’ conception of fundamental concepts for understanding organic reaction mechanisms. The concepts were identified from open-ended interviews and a national survey of organic chemistry instructors reported in a previous study. This manuscript describes the development of the inventory items related to these identified concepts and the psychometric analysis of the instrument. In the developmental stage, open-ended questions were administered to first-semester organic chemistry students (N = 138), and open-ended interviews were conducted with students (N = 22) from the same pool to gain insight into their thought processes. The answers revealed alternate conceptions which were used to formulate distractors for the inventory. A pilot version and a beta version of the inventory were administered to 105 and 359 first-semester organic chemistry students, respectively. From these administrations, the 26-item alpha version was developed and administered to first-semester undergraduate organic chemistry students (N = 753). Psychometric analysis was conducted at the item and test level using Classical Test Theory and Rasch analysis. The results indicate that the items on the FC-ORMI function well to reveal students’ alternate conceptions. The instrument meets the acceptable standards of validity and reliability for concept inventories.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2021-0009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41274279","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 Combustion is a common redox reaction, and organic combustion is one of the basic contents in chemistry curriculum. The transferred H-atom is commonly used as a redox indicator in organic chemistry and biochemistry. Nevertheless, the relationship between the number of transferred H-atoms and the number of transferred electrons has not been fully revealed. Oxidation number (ON) is an electron-counting concept. Without knowing the ONs, the number of transferred electrons cannot be counted and therefore, the redox reactions cannot be classified, defined, and balanced. This paper explores the new H-atom method for counting the number of transferred H-atoms. It provides a half-reaction approach to balance the overall organic combustion reactions. Only simple arithmetic procedures are needed to determine the number of transferred H-atoms and consequently the number of transferred electrons. According to this method, the mathematical formulas for assigning the number of transferred H-atoms can be deducted by balancing the general chemical formulas of organic compounds in half and overall organic combustions. Furthermore, the number of transferred electrons and their stoichiometric categories can be determined conveniently by any given organic chemical formula in organic combustion reactions.
{"title":"Application of stoichiometric hydrogen atoms for balancing organic combustion reactions","authors":"Pong Kau Yuen, C. M. Lau","doi":"10.1515/cti-2020-0034","DOIUrl":"https://doi.org/10.1515/cti-2020-0034","url":null,"abstract":"Abstract Combustion is a common redox reaction, and organic combustion is one of the basic contents in chemistry curriculum. The transferred H-atom is commonly used as a redox indicator in organic chemistry and biochemistry. Nevertheless, the relationship between the number of transferred H-atoms and the number of transferred electrons has not been fully revealed. Oxidation number (ON) is an electron-counting concept. Without knowing the ONs, the number of transferred electrons cannot be counted and therefore, the redox reactions cannot be classified, defined, and balanced. This paper explores the new H-atom method for counting the number of transferred H-atoms. It provides a half-reaction approach to balance the overall organic combustion reactions. Only simple arithmetic procedures are needed to determine the number of transferred H-atoms and consequently the number of transferred electrons. According to this method, the mathematical formulas for assigning the number of transferred H-atoms can be deducted by balancing the general chemical formulas of organic compounds in half and overall organic combustions. Furthermore, the number of transferred electrons and their stoichiometric categories can be determined conveniently by any given organic chemical formula in organic combustion reactions.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2020-0034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46799036","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 Nano- and microgels are promising soft polymer materials for different application fields: stabilizers, sensors, catalysts, selective sorbents, drug delivery carriers etc. They are composed of cross-linked polymer chains swollen with a solvent. The building blocks, synthesis approaches and architecture of nano- and microgels are reviewed. The mechanisms of responsiveness to various stimuli are described, examples of applications are provided. Micro- and nanogels are good objects for learning projects and the ideas for learning projects with microgels are described.
{"title":"Nano- and microgels: a review for educators","authors":"D. Zhilin, A. Pich","doi":"10.1515/cti-2020-0008","DOIUrl":"https://doi.org/10.1515/cti-2020-0008","url":null,"abstract":"Abstract Nano- and microgels are promising soft polymer materials for different application fields: stabilizers, sensors, catalysts, selective sorbents, drug delivery carriers etc. They are composed of cross-linked polymer chains swollen with a solvent. The building blocks, synthesis approaches and architecture of nano- and microgels are reviewed. The mechanisms of responsiveness to various stimuli are described, examples of applications are provided. Micro- and nanogels are good objects for learning projects and the ideas for learning projects with microgels are described.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2020-0008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44707902","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 Polymers, macromolecules in nature and bio-polymers like proteins and antibodies are present in our every-day life and play an important role in our economy. They are obviously present as plastic products (e.g., containers, clothing, car tires) or components, e.g., as expedients in pharmaceutical formulations, additives in food and feed, stabilizers in cosmetics, used in construction materials, ceramics and are key in microchip production. Size-exclusion chromatography is the most important characterization technique for macromolecules. This review covers applications, instrumental setup, step-by-step guides for performing experiments and covers theoretical background as well as troubleshooting and tips and tricks.
{"title":"Size-exclusion chromatography as a useful tool for the assessment of polymer quality and determination of macromolecular properties","authors":"D. Held, P. Kilz","doi":"10.1515/cti-2020-0024","DOIUrl":"https://doi.org/10.1515/cti-2020-0024","url":null,"abstract":"Abstract Polymers, macromolecules in nature and bio-polymers like proteins and antibodies are present in our every-day life and play an important role in our economy. They are obviously present as plastic products (e.g., containers, clothing, car tires) or components, e.g., as expedients in pharmaceutical formulations, additives in food and feed, stabilizers in cosmetics, used in construction materials, ceramics and are key in microchip production. Size-exclusion chromatography is the most important characterization technique for macromolecules. This review covers applications, instrumental setup, step-by-step guides for performing experiments and covers theoretical background as well as troubleshooting and tips and tricks.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2020-0024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48509693","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}
Pub Date : 2021-06-01DOI: 10.1515/cti-2021-frontmatter2
{"title":"Frontmatter","authors":"","doi":"10.1515/cti-2021-frontmatter2","DOIUrl":"https://doi.org/10.1515/cti-2021-frontmatter2","url":null,"abstract":"","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2021-frontmatter2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66949805","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 today’s society, with a high percentage of elderly people, floor heating to ensure constant temperature and heat jackets in winter play important roles in winter to them to live comfortable lives without compromising health – except tropical zones. Under floor heating maintains a comfortable temperature in a room without polluting the air and heat jackets allow for light clothing at comfortable temperatures. The two facilities are attributed to Joule heat generated by tunnel currents between adjacent short carbon fillers in flexible polymer matrixes under low voltage. The current between adjacent conductive fillers is due to electron transfer associated with elementary quantum mechanics. Most of undergraduate students investigating polymer physics will have learned about electron transfer in relation to the temperature dependence of the conductivity of conductive filler-insulator polymer composites as well as the phenomenon of Joule heat at high school. Despite their industrial importance, most students show little interest for investigating electric properties, since most of polymers are insulation materials. Polymer scientists have carried out qualitative analyses for tunneling current using well-known simplified equations derived from complicated mathematical process formulated by solid-state physicists. Hence this paper is focused on a teaching approach for temperature dependence on electric properties of the polymer-filler composites relating to tunnel current in terms of elementary quantum mechanics. The approach also attempts to bridge education and research by including reference to the application limit of the well-known theories to such complicated composite systems that fillers are dispersed uniformly in the polymer matrix.
{"title":"An understandable approach to the temperature dependence of electric properties of polymer-filler composites using elementary quantum mechanics","authors":"M. Matsuo, Rong Zhang, Y. Bin","doi":"10.1515/cti-2020-0014","DOIUrl":"https://doi.org/10.1515/cti-2020-0014","url":null,"abstract":"Abstract In today’s society, with a high percentage of elderly people, floor heating to ensure constant temperature and heat jackets in winter play important roles in winter to them to live comfortable lives without compromising health – except tropical zones. Under floor heating maintains a comfortable temperature in a room without polluting the air and heat jackets allow for light clothing at comfortable temperatures. The two facilities are attributed to Joule heat generated by tunnel currents between adjacent short carbon fillers in flexible polymer matrixes under low voltage. The current between adjacent conductive fillers is due to electron transfer associated with elementary quantum mechanics. Most of undergraduate students investigating polymer physics will have learned about electron transfer in relation to the temperature dependence of the conductivity of conductive filler-insulator polymer composites as well as the phenomenon of Joule heat at high school. Despite their industrial importance, most students show little interest for investigating electric properties, since most of polymers are insulation materials. Polymer scientists have carried out qualitative analyses for tunneling current using well-known simplified equations derived from complicated mathematical process formulated by solid-state physicists. Hence this paper is focused on a teaching approach for temperature dependence on electric properties of the polymer-filler composites relating to tunnel current in terms of elementary quantum mechanics. The approach also attempts to bridge education and research by including reference to the application limit of the well-known theories to such complicated composite systems that fillers are dispersed uniformly in the polymer matrix.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2020-0014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43064724","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 the Part 2 of this article, we present the phenomenological response of the dielectric relaxation for polymer electrolytes monitored by electrochemical impedance spectroscopy (EIS) in terms of electrochemical point of view, such as impedance (Z*), permittivity (ε*), loss tangent (tan δ), modulus (M*) and conductivity (σ*) spectra. It is noteworthy to note that all the electrochemical aspects mentioned are of interest for conduction and seen as closely related to each other indirectly or directly. Two different systems; solid polymer electrolyte (SPE) [poly(ethylene oxide) (PEO) + lithium perchlorate (LiClO4)] and non-SPE [poly(methyl acrylate) (PMA) + LiClO4] were employed for discussion. EIS is a powerful technique to characterize the electrical properties of polymer electrolytes. The results suggest that impedance and modulus are of interest for decoupling of dielectric and electric properties by evaluating the short-range and long-range mobility of the charged entities, respectively. One is able to identify the conduction mechanism of the polymer electrolytes easily if the responses are well understood. The objective of this article to introduce a simplified yet an insightful background and technique that is easy to be followed and useful for educational purposes especially for beginners or young researchers for both undergraduates and postgraduates.
{"title":"Basics of teaching electrochemical impedance spectroscopy of electrolytes for ion-rechargeable batteries – part 2: dielectric response of (non-) polymer electrolytes","authors":"Suhaila Idayu Abdul Halim, C. Chan, J. Apotheker","doi":"10.1515/cti-2020-0018","DOIUrl":"https://doi.org/10.1515/cti-2020-0018","url":null,"abstract":"Abstract In the Part 2 of this article, we present the phenomenological response of the dielectric relaxation for polymer electrolytes monitored by electrochemical impedance spectroscopy (EIS) in terms of electrochemical point of view, such as impedance (Z*), permittivity (ε*), loss tangent (tan δ), modulus (M*) and conductivity (σ*) spectra. It is noteworthy to note that all the electrochemical aspects mentioned are of interest for conduction and seen as closely related to each other indirectly or directly. Two different systems; solid polymer electrolyte (SPE) [poly(ethylene oxide) (PEO) + lithium perchlorate (LiClO4)] and non-SPE [poly(methyl acrylate) (PMA) + LiClO4] were employed for discussion. EIS is a powerful technique to characterize the electrical properties of polymer electrolytes. The results suggest that impedance and modulus are of interest for decoupling of dielectric and electric properties by evaluating the short-range and long-range mobility of the charged entities, respectively. One is able to identify the conduction mechanism of the polymer electrolytes easily if the responses are well understood. The objective of this article to introduce a simplified yet an insightful background and technique that is easy to be followed and useful for educational purposes especially for beginners or young researchers for both undergraduates and postgraduates.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2020-0018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45595655","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 announcement of the rare feat of ‘unboiling an egg’ in 2015 by biochemists from University of California, Irvine and Australia was more than just a chemistry demonstration. Pulling apart tangled proteins and allowing them to refold, the new technique not only prevented ‘misfolding’, thus also eliminating the chances for formation of useless products, but also speeded up the process by a factor of thousands. This technology promised transforming industrial and research production of proteins – affecting cheese flavouring and cancer treatment alike. A survey of 50 odd students in 2020, willing to enroll for an online Food-Science Workshop revealed, 72% did not believe that such an act like ‘unboiling an egg’ was possible, leave alone its being prevalent and essential. Delving into the nuances of this ‘egg-unboiling’ technology whilst contrasting it with ‘egg-unfrying’, our Workshop Incredible Edibles introduced sustainable-science in the guise of food-science. It is how lysozyme, urea, along with Maillard reaction, amino acids and sugars came together in the discussions that determined the gentle transition of these non-believers to hard-core fanatics of chemistry −76% participants admitted to having “discovered a whole new way to look at food” in the post-session survey. This article shall elucidate these results.
{"title":"Creating confidence in chemistry among students using ‘unboiling’ versus ‘unfrying’ of an egg: seasoning a food-science workshop with inquisitiveness, experimentation and research-dependent applications","authors":"Aditi Ghose","doi":"10.1515/cti-2021-0003","DOIUrl":"https://doi.org/10.1515/cti-2021-0003","url":null,"abstract":"Abstract The announcement of the rare feat of ‘unboiling an egg’ in 2015 by biochemists from University of California, Irvine and Australia was more than just a chemistry demonstration. Pulling apart tangled proteins and allowing them to refold, the new technique not only prevented ‘misfolding’, thus also eliminating the chances for formation of useless products, but also speeded up the process by a factor of thousands. This technology promised transforming industrial and research production of proteins – affecting cheese flavouring and cancer treatment alike. A survey of 50 odd students in 2020, willing to enroll for an online Food-Science Workshop revealed, 72% did not believe that such an act like ‘unboiling an egg’ was possible, leave alone its being prevalent and essential. Delving into the nuances of this ‘egg-unboiling’ technology whilst contrasting it with ‘egg-unfrying’, our Workshop Incredible Edibles introduced sustainable-science in the guise of food-science. It is how lysozyme, urea, along with Maillard reaction, amino acids and sugars came together in the discussions that determined the gentle transition of these non-believers to hard-core fanatics of chemistry −76% participants admitted to having “discovered a whole new way to look at food” in the post-session survey. This article shall elucidate these results.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2021-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44351986","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 this article a cross-sectional study on the students’ rating with regard to the contents in organic chemistry will be discussed. Pre-service teachers rated the contents with a questionnaire during their bachelor or master studies. It was shown that the pre-service chemistry teachers during their master studies rated the content as more important than the bachelor students. One possible explanation can be that the master students have teaching experience due to their internships at school whereas the bachelor students can only rely on their experience from their own school days. Overall, content belonging to the school curriculum in the federal state “Brandenburg” where the pre-service teachers’ university is located was rated better than content that was not a part of this curriculum. Concepts were not rated significantly better than the content. Because of the importance of conceptual knowledge for the future profession as a teacher, the courses in organic chemistry will be redesigned with a clear focus on concepts.
{"title":"How do pre-service chemistry teachers rate the importance of content in organic chemistry during their chemistry studies at university?","authors":"J. Hermanns","doi":"10.1515/cti-2021-0004","DOIUrl":"https://doi.org/10.1515/cti-2021-0004","url":null,"abstract":"Abstract In this article a cross-sectional study on the students’ rating with regard to the contents in organic chemistry will be discussed. Pre-service teachers rated the contents with a questionnaire during their bachelor or master studies. It was shown that the pre-service chemistry teachers during their master studies rated the content as more important than the bachelor students. One possible explanation can be that the master students have teaching experience due to their internships at school whereas the bachelor students can only rely on their experience from their own school days. Overall, content belonging to the school curriculum in the federal state “Brandenburg” where the pre-service teachers’ university is located was rated better than content that was not a part of this curriculum. Concepts were not rated significantly better than the content. Because of the importance of conceptual knowledge for the future profession as a teacher, the courses in organic chemistry will be redesigned with a clear focus on concepts.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2021-0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41843129","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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