Abstract Determination of alkalinity of water sample is generally carried out experimentally by titration method using a proper indicator. In the literature, five different cases of possible alkalinities are reported based on the experimental data of acid titration of water sample using phenolphthalein and methyl orange. The reported data is the volume of acid consumption and the relationship between the alkalinity causing ions present in the water sample. However, no systematic approach is available in the literature to understand these experimentally reported volume of acid utilized for neutralization reaction. To make students understand the key features of the reported experimental data, a systematic approach is presented in this study. By using a simple mathematics and a theoretical explanation to the reported reactions taking place during acid titration of water sample, a supplementary document is developed. The theoretical concept in the form of supplementary information is introduced without altering any data reported in the literature or experimental procedure.
{"title":"Determination of alkalinity in the water sample: a theoretical approach","authors":"S. Dhoke","doi":"10.1515/cti-2022-0052","DOIUrl":"https://doi.org/10.1515/cti-2022-0052","url":null,"abstract":"Abstract Determination of alkalinity of water sample is generally carried out experimentally by titration method using a proper indicator. In the literature, five different cases of possible alkalinities are reported based on the experimental data of acid titration of water sample using phenolphthalein and methyl orange. The reported data is the volume of acid consumption and the relationship between the alkalinity causing ions present in the water sample. However, no systematic approach is available in the literature to understand these experimentally reported volume of acid utilized for neutralization reaction. To make students understand the key features of the reported experimental data, a systematic approach is presented in this study. By using a simple mathematics and a theoretical explanation to the reported reactions taking place during acid titration of water sample, a supplementary document is developed. The theoretical concept in the form of supplementary information is introduced without altering any data reported in the literature or experimental procedure.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41552323","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 Diversity and differences between students are the reality that teachers deal with daily. To address this reality, developments in education aim to provide teachers with the knowledge and requisite skills needed for differentiated instruction (DI). DI is a pedagogical-didactic approach that enables teachers to systematically address students’ diverse learning needs. However, no validated instruments currently exist to measure or evaluate teachers’ and students’ beliefs toward DI in chemistry. Hence, there is a need to develop such questionnaires to examine students’ and teachers’ sense of self-efficacy (SE) and attitudes (AT). We describe the development and validation processes of such questionnaire that have been developed based on relevant literature on DI and on teachers’ experience with DI in a heterogeneous classroom. The items were validated by experts’ panel, a readability test, and a field test. A confirmatory factor analysis was undertaken to investigate the factor structure of the teachers and students’ questionnaires based on pilot test reliability, Cronbach’s alpha revisions, and rerun alpha. As a result, the SE and AT of students towards DI instrument entailed 38 items with a five-factor structure indicating a high reliability. Three factors of attitudes, (α) = 0.98, and two factors of self-efficacy, (α) = 0.91. The SE and AT of teachers entailed 55 items with a five-factor structure indicating a high reliability of self-efficacy, (α) = 0.95 and of attitudes towards DI in heterogeneous chemistry classrooms, (α) = 0.93.
{"title":"The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms","authors":"Enas Easa, R. Blonder","doi":"10.1515/cti-2023-0005","DOIUrl":"https://doi.org/10.1515/cti-2023-0005","url":null,"abstract":"Abstract Diversity and differences between students are the reality that teachers deal with daily. To address this reality, developments in education aim to provide teachers with the knowledge and requisite skills needed for differentiated instruction (DI). DI is a pedagogical-didactic approach that enables teachers to systematically address students’ diverse learning needs. However, no validated instruments currently exist to measure or evaluate teachers’ and students’ beliefs toward DI in chemistry. Hence, there is a need to develop such questionnaires to examine students’ and teachers’ sense of self-efficacy (SE) and attitudes (AT). We describe the development and validation processes of such questionnaire that have been developed based on relevant literature on DI and on teachers’ experience with DI in a heterogeneous classroom. The items were validated by experts’ panel, a readability test, and a field test. A confirmatory factor analysis was undertaken to investigate the factor structure of the teachers and students’ questionnaires based on pilot test reliability, Cronbach’s alpha revisions, and rerun alpha. As a result, the SE and AT of students towards DI instrument entailed 38 items with a five-factor structure indicating a high reliability. Three factors of attitudes, (α) = 0.98, and two factors of self-efficacy, (α) = 0.91. The SE and AT of teachers entailed 55 items with a five-factor structure indicating a high reliability of self-efficacy, (α) = 0.95 and of attitudes towards DI in heterogeneous chemistry classrooms, (α) = 0.93.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48210236","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 Online learning has significantly evolved in recent years. Although it allows for greater flexibility, studies show that this flexibility also poses a challenge for individual learners who are required to manage their schedules and complete specific tasks independently. Therefore, success in an online learning environment relies heavily on the learner’s self-regulated learning (SRL) and ability to act independently and be active in the learning process. SRL is a dynamic ability that can be improved with proper guidance. This good practice report discusses a workshop that guides teachers to identify and enhance their students’ SRL. It focuses on engaging in learning processes while examining six SRL dimensions: goal setting, learning environment, learning strategy, time management, seeking help, and self-evaluation.
{"title":"Identifying self-regulated learning in chemistry classes – a good practice report","authors":"Yael Feldman-Maggor","doi":"10.1515/cti-2022-0036","DOIUrl":"https://doi.org/10.1515/cti-2022-0036","url":null,"abstract":"Abstract Online learning has significantly evolved in recent years. Although it allows for greater flexibility, studies show that this flexibility also poses a challenge for individual learners who are required to manage their schedules and complete specific tasks independently. Therefore, success in an online learning environment relies heavily on the learner’s self-regulated learning (SRL) and ability to act independently and be active in the learning process. SRL is a dynamic ability that can be improved with proper guidance. This good practice report discusses a workshop that guides teachers to identify and enhance their students’ SRL. It focuses on engaging in learning processes while examining six SRL dimensions: goal setting, learning environment, learning strategy, time management, seeking help, and self-evaluation.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45584537","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}
S. Rap, Sharon Geller, Dvora Katchevich, Hanan Gbarin, R. Blonder
Abstract One of the primary objectives of an education system is to prepare students for their adult lives by imparting them with the requisite knowledge, qualifications, and skills that will enable them to confront future challenges effectively. A whitepaper published by the Israeli Ministry of Education titled “The Graduate’s Image” stresses the importance of incorporating specific skills into the school curriculum. However, there is a lack of educational programs that can transform teaching skills into actual practice. In light of this conclusion, we developed the program “Chemistry, Climate & the Numbers in Between” to foster these skills and produce graduates with the ability to adopt a critical approach and a well-informed perspective toward the world. In this paper, we delineated the cognitive skills developed in the program. The results indicate that innovative program can be utilized to integrate several important skills into a chemistry lesson. The program has the potential to equip and empower future citizens to address and tackle global challenges while utilizing cognitive skills using chemistry knowledge. However, it is important to note that learning in this way requires much more time than a regular lesson does and requires a significant commitment and investment from the teacher.
{"title":"“Chemistry, climate and the skills in between”: mapping cognitive skills in an innovative program designed to empower future citizens to address global challenges","authors":"S. Rap, Sharon Geller, Dvora Katchevich, Hanan Gbarin, R. Blonder","doi":"10.1515/cti-2023-0015","DOIUrl":"https://doi.org/10.1515/cti-2023-0015","url":null,"abstract":"Abstract One of the primary objectives of an education system is to prepare students for their adult lives by imparting them with the requisite knowledge, qualifications, and skills that will enable them to confront future challenges effectively. A whitepaper published by the Israeli Ministry of Education titled “The Graduate’s Image” stresses the importance of incorporating specific skills into the school curriculum. However, there is a lack of educational programs that can transform teaching skills into actual practice. In light of this conclusion, we developed the program “Chemistry, Climate & the Numbers in Between” to foster these skills and produce graduates with the ability to adopt a critical approach and a well-informed perspective toward the world. In this paper, we delineated the cognitive skills developed in the program. The results indicate that innovative program can be utilized to integrate several important skills into a chemistry lesson. The program has the potential to equip and empower future citizens to address and tackle global challenges while utilizing cognitive skills using chemistry knowledge. However, it is important to note that learning in this way requires much more time than a regular lesson does and requires a significant commitment and investment from the teacher.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43897471","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 Context-based teaching and learning has a long tradition in science, especially chemistry. Audiovisual media (movies and series) can be used to provide context, and it can help overcome many students’ negative attitudes toward real science. An example of audiovisual media in which a science context can be presented is science fiction (abbreviated Sci-Fi). The purpose of this study was to investigate how the Sci-Fi context influences pre-service teachers’ attitudes and perceptions regarding the use of Sci-Fi for teaching and learning science, with a focus on chemistry, as a result of a 15-week novel elective Sci-Fi course for pre-service teachers. The main instruments used were online questionnaires, a final exam, and a rubric-based presentation evaluation form. The results of our study show that the majority of pre-service teachers consider the Sci-Fi context to be a very interesting context for science education, especially chemistry, and a useful tool for promoting students’ interest in science. Students believe that it is important to incorporate the Sci-Fi context into chemistry instruction at all levels. Our results suggest that the Sci-Fi context is useful to students as an alternative learning method that can be used to improve student learning outcomes.
{"title":"The context of science fiction in the pre-service teachers’ chemistry education","authors":"M. Vosnjak, Iztok Devetak","doi":"10.1515/cti-2022-0029","DOIUrl":"https://doi.org/10.1515/cti-2022-0029","url":null,"abstract":"Abstract Context-based teaching and learning has a long tradition in science, especially chemistry. Audiovisual media (movies and series) can be used to provide context, and it can help overcome many students’ negative attitudes toward real science. An example of audiovisual media in which a science context can be presented is science fiction (abbreviated Sci-Fi). The purpose of this study was to investigate how the Sci-Fi context influences pre-service teachers’ attitudes and perceptions regarding the use of Sci-Fi for teaching and learning science, with a focus on chemistry, as a result of a 15-week novel elective Sci-Fi course for pre-service teachers. The main instruments used were online questionnaires, a final exam, and a rubric-based presentation evaluation form. The results of our study show that the majority of pre-service teachers consider the Sci-Fi context to be a very interesting context for science education, especially chemistry, and a useful tool for promoting students’ interest in science. Students believe that it is important to incorporate the Sci-Fi context into chemistry instruction at all levels. Our results suggest that the Sci-Fi context is useful to students as an alternative learning method that can be used to improve student learning outcomes.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49040719","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 : 2023-06-01DOI: 10.1515/cti-2023-frontmatter2
{"title":"Frontmatter","authors":"","doi":"10.1515/cti-2023-frontmatter2","DOIUrl":"https://doi.org/10.1515/cti-2023-frontmatter2","url":null,"abstract":"","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"538 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135095853","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 For centuries, chemists have researched acid-base reactions and developing numerous different acid-base concepts. Consequentially, it is difficult to teach about acid-base reactions in a clear and conceptually coherent manner. We aim at contributing to teaching about acid-base chemistry by an intervention introducing upper secondary school chemistry students to an acid-base concept that is scientifically appropriate and learner-centred. This modernized version of the Brønsted-Lowry acid-base concept appears sufficiently complex for the target group. Additionally, it emphasizes the donor-acceptor concept and the reaction mechanism. In order to evaluate the gain in declarative knowledge during our intervention, we developed and piloted a multiple-choice knowledge test with Austrian upper secondary students (N = 136). By estimating a Rasch model (WLE-Rel. = 0.63, Infitmin = 0.90, Infitmax = 1.02, Outfitmin = 0.89, Outfitmax = 1.00, d = −0.44–1.8), we constructed a pre-test (11 MC items, 6 open-ended questions) and a post-test (11 MC items, 6 open-ended questions) based on key concepts of the topic for our intervention study (N = 57). Overall, the test proved a reliable tool to estimate learners’ declarative knowledge about acid-base reactions in the course of the intervention study, showing a significant knowledge increase.
{"title":"Developing and evaluating a multiple-choice knowledge test about Brønsted-Lowry acid-base reactions for upper secondary school students","authors":"Rita Elisabeth Krebs, Marvin Rost, Anja Lembens","doi":"10.1515/cti-2022-0038","DOIUrl":"https://doi.org/10.1515/cti-2022-0038","url":null,"abstract":"Abstract For centuries, chemists have researched acid-base reactions and developing numerous different acid-base concepts. Consequentially, it is difficult to teach about acid-base reactions in a clear and conceptually coherent manner. We aim at contributing to teaching about acid-base chemistry by an intervention introducing upper secondary school chemistry students to an acid-base concept that is scientifically appropriate and learner-centred. This modernized version of the Brønsted-Lowry acid-base concept appears sufficiently complex for the target group. Additionally, it emphasizes the donor-acceptor concept and the reaction mechanism. In order to evaluate the gain in declarative knowledge during our intervention, we developed and piloted a multiple-choice knowledge test with Austrian upper secondary students (N = 136). By estimating a Rasch model (WLE-Rel. = 0.63, Infitmin = 0.90, Infitmax = 1.02, Outfitmin = 0.89, Outfitmax = 1.00, d = −0.44–1.8), we constructed a pre-test (11 MC items, 6 open-ended questions) and a post-test (11 MC items, 6 open-ended questions) based on key concepts of the topic for our intervention study (N = 57). Overall, the test proved a reliable tool to estimate learners’ declarative knowledge about acid-base reactions in the course of the intervention study, showing a significant knowledge increase.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":"5 1","pages":"177 - 188"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47612258","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 Genesis of chirality and its link to the origin of life continue to intrigue scientists. Chirality also plays an important role in medicine with the advent of chiral drugs and the consequent importance of asymmetric synthesis. The configuration of a chiral molecule gets inverted in its mirror image, as is manifested by (i) sign of specific rotation and (ii) normally, through the absolute configurational notation (R/S). While the first parameter is always true, the second one, that is the mirror image relationship of R and S configurations, called the reflection variance, may not always hold good. In this manuscript, we have highlighted examples of molecules with combinations of central and axial or planar chirality where the mirror image relationship between R and S configurations does not hold. This reflection invariance originates from the CIP rule of R precedes S. Similar reflection invariance can be observed in P or M forms of conformations of some particular molecules with chiral ligands. Proposal to avoid such reflection invariances, has been put forward. An ignorance about the possibility of reflection invariance in enantiomeric molecules can lead to common mistakes about stereoisomeric relationship or reactivity profile.
{"title":"The reflection invariance problems in stereochemical nomenclature for absolute configuration","authors":"P. Bhattacharya, A. Basak","doi":"10.1515/cti-2023-0008","DOIUrl":"https://doi.org/10.1515/cti-2023-0008","url":null,"abstract":"Abstract Genesis of chirality and its link to the origin of life continue to intrigue scientists. Chirality also plays an important role in medicine with the advent of chiral drugs and the consequent importance of asymmetric synthesis. The configuration of a chiral molecule gets inverted in its mirror image, as is manifested by (i) sign of specific rotation and (ii) normally, through the absolute configurational notation (R/S). While the first parameter is always true, the second one, that is the mirror image relationship of R and S configurations, called the reflection variance, may not always hold good. In this manuscript, we have highlighted examples of molecules with combinations of central and axial or planar chirality where the mirror image relationship between R and S configurations does not hold. This reflection invariance originates from the CIP rule of R precedes S. Similar reflection invariance can be observed in P or M forms of conformations of some particular molecules with chiral ligands. Proposal to avoid such reflection invariances, has been put forward. An ignorance about the possibility of reflection invariance in enantiomeric molecules can lead to common mistakes about stereoisomeric relationship or reactivity profile.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42326428","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}
Ayalew Temesgen Eticha, M. Amde, Yiheyis Bogale, Deribachew Bekana
Abstract The major intention of this work was to evaluate the effect of using context-based close packing supported with 3D-virtual model on the concept of crystals structure on students’ achievement and attitude. Accordingly, the study was conducted for two consecutive years and a total of 61 third-year undergraduate chemistry students have been participated. The nature of this study was quasi-experiment design and the sampled students were divided into intervention (24) and comparison (37) groups. The intervention group was treated with context-based close packing supported with the three dimensional virtual model (3D-virtual model), while the comparison group, covered the topic with the usual teaching-learning approach. The topic covered during the study period was crystals structure. At the end of the study, an identical post-test was given for both groups for comparative purposes. The result indicates that a significant difference was observed between the two groups (at p < 0.05). The intervention group students were more benefited than the comparison group. Besides, the response of intervention group students to the questionnaires and semi structured interviews indicates that the approach was effective in enhancing students’ understanding of crystals structure concepts, and students have a positive attitude towards the approach.
{"title":"The effect of context-based close packing supported with the 3D-virtual model of crystals structure on students’ achievement and attitude","authors":"Ayalew Temesgen Eticha, M. Amde, Yiheyis Bogale, Deribachew Bekana","doi":"10.1515/cti-2022-0047","DOIUrl":"https://doi.org/10.1515/cti-2022-0047","url":null,"abstract":"Abstract The major intention of this work was to evaluate the effect of using context-based close packing supported with 3D-virtual model on the concept of crystals structure on students’ achievement and attitude. Accordingly, the study was conducted for two consecutive years and a total of 61 third-year undergraduate chemistry students have been participated. The nature of this study was quasi-experiment design and the sampled students were divided into intervention (24) and comparison (37) groups. The intervention group was treated with context-based close packing supported with the three dimensional virtual model (3D-virtual model), while the comparison group, covered the topic with the usual teaching-learning approach. The topic covered during the study period was crystals structure. At the end of the study, an identical post-test was given for both groups for comparative purposes. The result indicates that a significant difference was observed between the two groups (at p < 0.05). The intervention group students were more benefited than the comparison group. Besides, the response of intervention group students to the questionnaires and semi structured interviews indicates that the approach was effective in enhancing students’ understanding of crystals structure concepts, and students have a positive attitude towards the approach.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42266102","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 Information literacy is increasingly acknowledged as a contextual and social practice in teaching and research and can be beneficial to further our understanding of laboratory learning. However, there is a need for in-depth insight into the lived information practice in chemistry to develop contextualized information literacy instruction. This work explores the negotiation of information between beginners and experienced members of the chemistry community in a problem-based beginner laboratory. To this end, we conducted a qualitative study following the documentary method by audio-recording the students’ first lab session on-site. The reconstruction of the students’ information practice shows how beginners learn about group-specific knowledge through participation. The results highlight the importance of corporeal information to give meaning to textual and social information in the chemistry laboratory. Exemplified by the concept of acidification, our findings show how social and textual information alone is insufficient for beginner students’ understanding of tacit information. Physical experience and social guidance are necessary to develop shared conceptions between people in the chemistry laboratory practice. Beginner laboratory instruction could benefit from this work’s results by teaching beginners about the corporeal, social, and textual information modalities and showing how they connect in practice.
{"title":"“I don’t know, ask the chemists – I think it’s kind of a consensus among them” – Information practice in a problem-based beginner lab","authors":"Larissa Wellhöfer, Mareike Machleid, Arnim Lühken","doi":"10.1515/cti-2022-0033","DOIUrl":"https://doi.org/10.1515/cti-2022-0033","url":null,"abstract":"Abstract Information literacy is increasingly acknowledged as a contextual and social practice in teaching and research and can be beneficial to further our understanding of laboratory learning. However, there is a need for in-depth insight into the lived information practice in chemistry to develop contextualized information literacy instruction. This work explores the negotiation of information between beginners and experienced members of the chemistry community in a problem-based beginner laboratory. To this end, we conducted a qualitative study following the documentary method by audio-recording the students’ first lab session on-site. The reconstruction of the students’ information practice shows how beginners learn about group-specific knowledge through participation. The results highlight the importance of corporeal information to give meaning to textual and social information in the chemistry laboratory. Exemplified by the concept of acidification, our findings show how social and textual information alone is insufficient for beginner students’ understanding of tacit information. Physical experience and social guidance are necessary to develop shared conceptions between people in the chemistry laboratory practice. Beginner laboratory instruction could benefit from this work’s results by teaching beginners about the corporeal, social, and textual information modalities and showing how they connect in practice.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47707221","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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