Education and Chemistry

The aims of this research study were to develop the instructional innovative lesson plan with the STEM Education method in chemistry subject on polymer issue for secondary students at the 12th grade level through the effectiveness criteria of 75/75, to compare between students’ learning achievements of their pretest and posttest techniques in cording to the STEM education in chemistry class for secondary students at the 12th grade level, 3) to assess students’ perceptions of their satisfaction to their learning activity management in cording to the STEM education in chemistry class for secondary students at the 12th grade level. The target group consisted of 42 secondary students at the 12th grade level from Borabu School under the Secondary Educational Service Area Office 26 in academic year 2/2016 with the purposive sampling technique was selected. Using a main instructional innovative lesson plan with the STEM education method in 12 hours was designed, the 30-item Learning Achievement Test ranged from 0.37 to 0.80 and 0.22 to 0.69 for discriminative discriminant (B) and as a whole was 0.85, validity; and the 15-item Science Satisfaction Model that it was a 5-scale rating scale option. Statistically significant for data analysis with percentage, standard deviation, and independent t-test were analyzed. The results of these findings have indicated that: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s innovation lesson plans to management to the activity-based learning approach indicated that 78.47/76.51, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence at the 0.01 level, significantly.  Students’ responses of their learning activity management in cording to the STEM education, which the whole as the highest level, significantly.

Despite the fact that Chemistry is the gatekeeper and backbone of other science subjects, the general performance in Chemistry among secondary school students countrywide remains poor. Research evidence shows that poor performance in Chemistry not only results from intrinsic conceptual difficulties in the subject but also springs from poor Chemistry Laboratory work. However, Chemistry educationists seem to be in disagreement with respect to the relationship between Chemistry Laboratory work and students’ academic performance in Chemistry. This study, therefore, sought to find out the relationship between Chemistry Laboratory work and students’ academic performance in Chemistry. The study was guided by John Dewey’s Constructivist Learning theory. The study was conducted in Kilifi North Constituency. The research design was correlation, simple random sampling was used to select one girl school, six mixed schools, and Purposive sampling was used to select one boys’ school. Stratified random sampling and simple random sampling were used to select 80 students. Data was collected by use of Student Questionnaire (SQ) and through analysis of documents and mark sheet form. Statistical package for social sciences (SPSS) was used to facilitate data analysis. Descriptive statistics and inferential statistics were used. The level of significant used in the study was 0.05. The findings revealed, 27.5% of schools utilize the expected 11-13 lessons per term, 33.75% utilizes 7-10 lessons and 38.75% utilizes 3-6 lessons. The findings emerging from this study also revealed that there was a significant positive relationship between; the use of chemistry laboratory and student’s academic performance in chemistry. In conclusion, students whose teachers always take them to the laboratory during practical lessons performed better in practical examinations.

The aim of this study was to develop a three-tier concept test to determine high school students' conceptual understanding in terms of chemical bonding, and at implementing a reliability and validity study for the test. A total of 175 high school students participated in the research. A three-tier test of 15 questions was employed in the study. Expert opinion was consulted for content and face validity. Furthermore, false positive and false negative values were also calculated for content validity, and on average these values were found to be less than 10%. Statistical analyses were performed for construct validity; Cronbach's Alpha coefficient was calculated as 0.74. To perform item analysis, the top 27% of the students and the bottom 27% of the students were determined. As a result, it was found that item difficulty indices ranged between .47 and .77, and that the discrimination indices were above .30. Following the analyses, both item difficulty indices and discrimination indices were found to be adequate. At the end of the study, Chemical Bonding Concept Test was considered to be reliable and valid.

Purpose-This study reports the integration of a music-based teaching tool "musichemistry" and determine whether this music-based teaching strategy places a significant influence on the motivation, engagement and proficiency of the learners in Chemistry.
Method-The quasi-experimental pre-testpost-test with two match-paired groups design was employed in this study (David, 2002). Prior to the conduct of research, the chemistry songs, with existing tunes rewritten with new lyrics to teach and explain chemistry-related concepts through verse was developed by the researcher and undergo content validation by experts. The following steps were done during the conduct of the study: (1) preparation (including validation and pilottesting) of research instruments; (2) secured permission from the school head of the research site and waivers from parents of the subjects; (3) administered the pre-tests to 100 prospective subjects; (4) did match-pairing based on the pre-test result of the chemistry proficiency test to choose the final participants of 30 pairs or 60 individuals; (5) randomly assigned the MBT and NMBT groups; (6) implemented the six-week intervention; (7) administered the post-tests to 60 subjects, 30 per group; (8) conducted focused group discussion; and (9) analyse the data using appropriate statistical tools and thematic analysis.
Findings-Based on the findings, it showed that integrating musichemistry as a teaching tool in teaching chemistry lessons improved the motivation, engagement, and proficiency of learners in learning chemistry than those taught without music. These songs become "earworms" to their head that helped them recall concepts easily as they took the formative, summative, and quarterly assessments. Integrating music in the teaching of chemistry created a positive and engaging environment for learners to learn chemistry. Learners also showed positive attitude and excitement to learn new chemistry songs in every lesson.
Significance-Musichemistry offers not only as an innovative teaching tool but also an avenue for inclusion in the science curriculum. Textbook writers may integrate content-based songs in chemistry textbooks to help facilitate the understanding of chemistry concepts, especially those challenging topics in chemistry. In this new normal, musichemistry teaching approach may be used to teach chemistry lessons through blended learning.

Nowadays people increasingly pay attention to personal hygiene, due to many diseases caused by bacteria and germs. One means to clean your self is soap. Usually the soap is added to active substances such as triclosan to kill bacteria, but triclosan has a negative impact on the body. For this reason, researchers tried to utilize the extract of the dragon fruit stem (Hylocereus undatus) which contains saponins and functions as a natural anti-bacterial to be made into natural soap. The aim of this research was to make soap from the extract of the dragon fruit stem (Hylocereus undatus) as the utilization of the dragon stem which is wasted or not utilized. The methodology of this research was by mixing 50 mL of extract, 40 ml of palm oil and 10 ml of NaOH 2 M. The soap formation reaction was known as saponification, which was the reaction between fat / triglyceride and alkali. Variations in NaOH volume and extracts of dragon fruit stems were carried out to produce soap with the best antiseptic power. Based on the test results with litmus paper and universal pH, shown that the soap from the extract of the dragon fruit stem was alkaline, because red litmus paper turned into the blue. In addition, testing with Universal pH shown, that the pH of this soap was 10. While the pH value of bath soap required according to the SNI 06-3532-1994 range is pH 8-11. (Hart, H., 2004). In addition, the soap from the extract was also tested by saponification reaction by mixing 5 ml of distilled water, 5 ml of oil and 5 ml of extract of soap from the dragon fruit stem. The result of that reaction it was formed some foam and both oil and water were mixed. This shown the saponification of the dragon fruit tree extract soap. For those reason, it can be concluded that the extract of the dragon fruit stem can be used as an ingredient in making soap. In addition, this dragon fruit stem soap also contains saponins, so it can be made as go Green soap

Nowadays people increasingly pay attention to personal hygiene, due to many diseases caused by bacteria and germs. One means to clean your self is soap. Usually the soap is added to active substances such as triclosan to kill bacteria, but triclosan has a negative impact on the body. For this reason, researchers tried to utilize the extract of the dragon fruit stem (Hylocereus undatus) which contains saponins and functions as a natural anti-bacterial to be made into natural soap. The aim of this research was to make soap from the extract of the dragon fruit stem (Hylocereus undatus) as the utilization of the dragon stem which is wasted or not utilized. The methodology of this research was by mixing 50 mL of extract, 40 ml of palm oil and 10 ml of NaOH 2 M. The soap formation reaction was known as saponification, which was the reaction between fat / triglyceride and alkali. Variations in NaOH volume and extracts of dragon fruit stems were carried out to produce soap with the best antiseptic power. Based on the test results with litmus paper and universal pH, shown that the soap from the extract of the dragon fruit stem was alkaline, because red litmus paper turned into the blue. In addition, testing with Universal pH shown, that the pH of this soap was 10. While the pH value of bath soap required according to the SNI 06-3532-1994 range is pH 8-11. (Hart, H., 2004). In addition, the soap from the extract was also tested by saponification reaction by mixing 5 ml of distilled water, 5 ml of oil and 5 ml of extract of soap from the dragon fruit stem. The result of that reaction it was formed some foam and both oil and water were mixed. This shown the saponification of the dragon fruit tree extract soap. For those reason, it can be concluded that the extract of the dragon fruit stem can be used as an ingredient in making soap. In addition, this dragon fruit stem soap also contains saponins, so it can be made as go Green soap

Telah disusun contoh disain perencanaan pembelajaran kimia untuk Kompetensi Dasar (KD) 3.2 dan 4.2 kelas XII SMA/MA. Pengembangan disain perencanaan pembelajaran berpedoman kepada sejumlah aturan yaitu Peraturan Pemerintah dan Peraturan Menteri Pendidikan                                                                                                                                                                                                                                                                                                        dan Kebudayaan yang mendukung penerapan kurikulum 2013. Disain perencanaan pembelajaran yang dihasilkan diharapkan dapat menjadi alternatif pedoman dan pembanding dalam pengembangan perencanaan pembelajaran kimia. KD 3.2 dan 4.2 dikembangkan menjadi suatu rencana pembelajaran dengan memperhatikan dimensi pengetahuan dan dimensi proses kognitif yang terkandung di dalamnya. Dimensi pengetahuan yang terkandung di dalam KD 3.2 dan 4.2 yaitu pengetahuan faktual, konseptual, prosedural, dan metakognitif serta tingkat analyze (C4) untuk dimensi proses kognitif. Paling tidak ada delapan aktifitas belajar yang harus dilalui pebelajar agar mampu memahami KD 3.2 dan 4.2. Delapan aktifitas belajar tersebut dibelajarkan dengan menerapkan pendekatan saintifik; model interaksi sosial; strategi interaktif; dan metode pembelajaran kooperatif serta didukung oleh program simulasi PhET (Physic Education Technology). Tahap pelaksanaan pembelajaran mengikuti pola sebagaimana yang disarankan pada lampiran IV Permendikbud Nomor 81A Tahun 2013. Disain perencanaan pembelajaran KD 3.2 dan 4.2 masih perlu dikembangkan lebih terperinci dan lebih lengkap, misal melengkapi perencanaan dengan lembar kerja siswa, bahan ajar yang memuat seluruh urutan aktifitas belajar, dan assessment.
Kata kunci: disain pembelajaran, perencanaan pembelajaran, dimensi proses kognitirf, dimensi pengetahuan, kurikulum 2013.

Abstrak: Berdasarkan hasil wawancara dengan beberapa mahasiswa angkatan 2015 Prodi Pendidikan Kimia FITK UIN Raden Fatah Palembang, banyak dari mahasiswa yang diminta oleh guru pamong untuk langsung mengajar di kelas di sekolah tempat pelaksanaan magang II. Beberapa dari mereka ada yang gugup dan tidak siap untuk langsung praktek mengajar di kelas. Hal ini dikarenakan belum adanya micro-teaching. Tanpa adanya micro teaching sebelum praktek langsung di kelas dikhawatirkan mahasiswa akan mengalami kendala baik dalam penyusunan bahan ajar ataupun kurang menguasai keterampilan dasar mengajar. Micro teaching adalah salah satu cara latihan praktek mengajar di depan kelas bagi calon guru dalam skala mikro sebelum mereka melakukan praktek mengajar di kelas sebenarnya sebagai upaya untuk pengembangan dan peningkatan profesi guru. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian kualitatif. Penelitian ini menganalisis pelaksanaan micro teaching calon guru kimia di FITK UIN Raden Fatah Palembang. Prosedur micro teaching dalam penelitian ini memodifikasi prosedur tipe kedua yakni prosedur micro teaching di New University of Ulster. Penelitian ini melibatkan 26 orang calon guru kimia Program Studi Pendidikan Kimia FITK UIN Raden Fatah Palembang. Berdasarkan hasil analisis praktik micro-teaching, observasi dan refleksi pertama sampai ke-enam, menunjukkan bahwa praktik micro teaching calon guru kimia di FITK UIN Raden Fatah Palembang memiliki efek yang signifikan untuk meningkatan keterampilan mengajar dan menyusun perangkat pembelajaran calon guru. Praktik micro teaching akan berjalan lancar apabila dilaksanakan dalam kelomok kecil dan ada pembagian tugas secara rinci baik sebagai supervisor, observer tertulis, observer lisan, dan siswa. Kata Kunci: Micro-Teaching, keterampilan dasar mengajar, perangkat pembelajaran, Rencana Pelaksanaan Pembelajaran (RPP), refleksi, calon guru PENDAHULUAN Pada kurikulum Kerangka Kualifikasi Nasional Indonesia (KKNI) Program Studi Pendidikan Kimia UIN Raden Fatah terdapat tiga program praktik lapangan bagi mahasiswa yakni magang I (praktek observasi), magang II (praktek pengalaman lapangan dasar), dan magang III (praktek pengalaman lapangan lanjut). Magang I adalah mata kuliah yang mengembangkan keterampilan mahasiswa dalam mengobservasi dan merefleksikan hasil observasi terhadap kultur lembaga, pemanfaatan sarana prasarana penunjang proses pembelajaran, serta memperkuat wawasan tentang manajemen lembaga dan praktik kepemimpinan pendidikan yang efektif. Pada magang II, mahasiswa melakukan observasi tentang pemahaman peserta didik, menelaah Rencana Pelaksanaan Pembelajaran (RPP) pada mata pelajaran kimia, dan merancang RPP dalam materi kimia. Sedangkan magang III, mahasiswa mengembangkan kompetensi kepribadian, sosial, pedagogik dan professional dalam praktek mengajar yang dibimbing oleh guru pembimbing magang mata pelajaran kimia dan dosen pembimbing magang, serta melaksanakan tugas-tugas pendampingan peserta didik dan kegiatan ekstrakulikuler (Tim Penyusun dan Pengembangan Silabus Program Studi Pendidikan Kimia FITK UIN Raden Fatah Palembang, 2017: hal 46-92). Prodi pendidikan kimia UIN Raden Fatah Palembang adalah prodi baru

Akreditasi Teknik Kimia 2019, akreditasi teknik kimia, akreditasi kimia, akreditasi, teknik kimia, kimia, peringkat teknik kimia 2019, rangking teknik kimia 2019, rangking teknik kimia, peringkat teknik kimia, jurusan teknik kimia, fakultas teknik kimia

Akreditasi Ilmu Kimia 2019, akreditasi ilmu kimia, akreditasi kimia, akreditasi, ilmu kimia, kimia murni, peringkat ilmu kimia 2019, rangking ilmu kimia 2019, rangking ilmu kimia, peringkat ilmu kimia, jurusan ilmu kimia, fakultas ilmu kimia

Akreditasi Pendidikan Kimia 2019, akreditasi pendidikan kimia, akreditasi kimia, akreditasi, pendidikan kimia, kimia, peringkat pendidikan kimia 2019, rangking pendidikan kimia 2019, rangking penididkan kimia, peringkat pendidikan kimia, jurusan pendidikan kimia, fakultas teknik kimia

Akreditasi kimia 2019, akreditasi kimia, akreditasi, kimia, peringkat kimia 2019, rangking kimia 2019, rangking kimia, peringkat kimia, jurusan kimia, fakultas kimia, kimia murni, pendidikan ilmu kimia, biokimia, sarjana kimia, S2 kimia, S2 teknik kimia, S2 ilmu kimia, S2 pendidikan kimia, S3 kimia, S3 ilmu kimia, S3 pendidikan kimia, S3 teknik kimia, D3 kimia, DIII kimia, D4 kimia, DIV kimia.

The study compared the performance of students in Chemistry when taught with guided discovery and demonstration teaching techniques in senior secondary schools. It determined the effectiveness of guided discovery and demonstration teaching techniques in enhancing male and female students’ performance in Chemistry. The study adopted a non-equivalent pre-test, posttest control group research design. The population for the study consisted of Chemistry students in senior secondary schools in Ile–Ife. The sample consisted of Eighty four (84) students from three schools in Ife Central Local Government Area of Osun State which were selected using simple random sampling technique. One intact class each was used. The schools were randomly assigned to three groups (Guided Discovery, Demonstration and Teacher Expository) using simple random sampling technique. Two instruments were utilized for the study. They were Chemistry Achievement Test (CAT) and Questionnaire on Attitudes of Students towards Chemistry (QASTC). Data collected were analyzed using Analysis of Covariance (ANCOVA) and Analysis of Variance (ANOVA).The results showed that, there was a significant difference in the performance of students exposed to guided discovery, demonstration teaching technique and those exposed to teacher expository teaching technique (F= 123.972 ; p< 0.05). The findings also showed that, there was a significant difference in the performance of male and female Chemistry students exposed to guided discovery and demonstration teaching techniques (F= 12.04; p< 0.05). This showed that male and female students performed better when exposed to guide discovery teaching techniques. The post-hoc analysis revealed that, Guided Discovery Teaching Technique (GDTT) had a better significant effect on student academic performance than Demonstration Teaching Technique (DTT) and Teacher Expository Teaching Technique (TETT). The post - hoc analysis revealed that, male and female students exposed to GDTT performed better than those exposed to DTT and that, those exposed to GDTT had the best retention ability of the concept taught. The study concluded that, guided discovery teaching technique is a better teaching technique on students’ performance in Chemistry than demonstration teaching technique and the teacher expository method respectively.

Dewasa ini masyarakat semakin memperhatikan kebersihan diri, dikarenakan banyak penyakit yang ditimbulkan akibat bakteri maupun kuman. Salah satu sarana untuk membersihkan diri adalah sabun. Biasanya dalam sabun ditambahkan zat aktif seperti triclosan untuk membunuh bakteri, namun triclosan berdampak negatif bagi tubuh. Untuk itu, peneliti mencoba memanfaatkan ekstrak batang pohon buah naga (Hylocereus undatus) yang mengandung saponin dan berfungsi sebagai anti bakteri alami untuk dibuat menjadi sabun alami. Tujuan dari penelitian ini adalah untuk membuat sabun dari ekstrak batang pohon buah naga (Hylocereus undatus) sebagai pemanfaatan dari batang pohon buah naga yang terbuang atau tidak termanfaatkan. Metode yang digunakan adalah dengan cara mencampurkan 50 mL ekstrak, 40 ml minyak sawit dan 10 ml NaOH 2 M. Reaksi pembentukan sabun dikenal sebagai reaksi penyabunan/saponifikasi, yaitu reaksi antara lemak/trigliserida dengan alkali. Variasi volume NaOH dan ekstrak batang pohon buah naga dilakukan untuk menghasilkan sabun dengan daya antiseptik terbaik. Berdasarkan hasil pengujian dengan kertas lakmus dan pH universal menunjukkan bahwa sabun dari ekstrak batang pohon buah naga bersifat basa karena kertas lakmus merah berubah menjadi biru. Selain itu, pengujian dengan pH Universal menunjukkan pH sabun ini adalah 10. Sementara Nilai pH sabun mandi yang dipersyaratkan menurut kisaran SNI 06-3532-1994 adalah pH 8-11. (Hart, H., 2004). Selain itu, sabun dari ektrak ini juga diuji dengan reaksi penyabunan yaitu dengan mencampurkan 5 ml akuades, 5 ml minyak dan 5 ml sabun ektrak batang pohon buah naga, diperoleh hasil terbentuknya buih, selain itu minyak dan airnya bercampur. Hal ini menunjukkan sifat penyabunan dari sabun ektrak batang pohon buah naga tersebut. Untuk itu dapat disimpulkan bahwa, ekstrak batang pohon buah naga dapat dijadikan sebagai bahan pembuatan sabun. Selain itu, sabun ekstrak batang pohon buah naga ini juga mengandung saponin, sehingga dapat di jadikan sabun yang ramah lingkungan

The article shows an analysis of how the theme “water” is presented in chemistry textbooks in high school settings. The results show, to a large extent, a contextualized approach of the chemical contents related to the theme “water” through texts with technological applications and their environmental, social, political and economic implications. From this initial analysis, the authors propose the construction of a model for the insertion of environmental education in the teaching of Chemistry using “water” as a generative theme. The research aims to encourage and to contribute with pedagogical practices in Chemistry studies that favor the contact of students with environmental themes in learning experiences that are pleasurable and meaningful for students.
Keywords: Curricular Environmentalization, Chemistry Teaching, Generative Themes.

L'opera di Primo Levi è come una costellazione, ricca di luci e profondità. Questo Album ne disegna gli addensamenti e ne esplora gli spazi. In ogni sua pagina le immagini, inedite per una quota notevole, si aprono su mondi sempre diversi: e dialogano con brani dello scrittore – notissimi o ignoti, ma sempre di icastica brevità – popolando di cose, personaggi, domande e pensieri questo libro.
Un sottile filo narrativo accompagna il lettore aiutandolo a orientarsi tra i fatti. Al centro del discorso spiccano due nomi: «Auschwitz» e «Carbonio». Intorno al primo si concentrano l'esperienza del male estremo vissuto dall'umanità nel secolo scorso, e le riflessioni che Levi andò svolgendo da «Se questo è un uomo» a «I sommersi e i salvati». Ispirate al secondo, le suggestive tavole di Yosuke Taki illustrano il racconto cosmico-visionario sulla nascita e sulle incessanti trasformazioni della vita posto a suggello del «Sistema periodico».
A corona di questo centro l'Album offre una rappresentazione articolata (e fitta di documenti, episodi e scritti inediti) di quattro azioni che costituiscono altrettanti pilastri dell'opera di Levi uomo e scrittore: l'atto del «Cucire molecole», essenza della sua professione di chimico, e quello del «Cucire parole», decisivo nel lavoro quotidiano del narratore, del creatore di linguaggi e dell'appassionato di giochi linguistici. E poi l'«Andare in montagna», coraggioso fino alla temerarietà nel ragazzo che amava sfidare la natura e che nel 1943 scelse di slancio la lotta partigiana in Valle d'Aosta. Infine, la pratica del «Pensare con le mani», così naturale per ogni essere umano, in primo luogo nell'agire lavorativo, eppure così generalmente trascurata dalla letteratura.
Anche in questo l'Album si propone di mettere in risalto gli aspetti più originali dell'opera di Levi, qui considerato come un grande scrittore letto oramai in tutto il mondo, ma anche come un uomo di pensiero fra i più sensibili alla vita concreta del mondo di oggi.

With the revision of the South African curriculum stoichiometry is taught in Grade ten and eleven and examined in the final matriculation examinations. Learner performance in these questions is generally poor with recommendations that stoichiometry be taught more thoroughly by South African teachers in Grade 10 and 11 and that teachers require professional development in this topic. This study aimed at developing instruments to measure the quality of teachers’ topic-specific pedagogical knowledge and stoichiometric content knowledge, since content knowledge is considered as a key component in the development of pedagogical content knowledge. Since the concept of pedagogical content was first introduced as a type of knowledge used by teachers to transform their content knowledge into forms that are understood by learners many models and much research into its nature, capturing and measurement has been constructed. Currently pedagogical content knowledge is viewed as a both topic-specific professional knowledge and classroom practice that work together to improve learner understanding of a topic. The focus of this study is on the knowledge aspect of pedagogical content knowledge and the transformation content knowledge through pedagogical reasoning through five knowledge components. These knowledge components include learner prior knowledge, curricular saliency, what makes the topic easy or difficult to understand, representations and conceptual teaching strategies. Reasoning through these five components, it is postulated develops a teachers pedagogical knowledge. This model is referred to as topic-specific pedagogical content knowledge and was the theoretical framework for this study. The design of the instruments followed the rational method for instrument design and was a rigorous process that included framing the big ideas, or unifying principles for teaching stoichiometry. This required an argument for a refined conception of the mole to determine a curricular salient teaching approach for teaching stoichiometry. Since the aim of this study was instrument design, with both qualitative and quantitative aspects a mixed methods approach was used. The designed instruments were validated with a small purposeful sample of practising Grade 11 Physical Sciences teachers and the Rasch statistical model was used to instruments validity and reliability. The Rasch analysis determined that a valid and reliable topic-specific pedagogical content knowledge was developed, adding to literature of the topic-specificity of topic-specific content knowledge as a construct. The Content Knowledge Achievement Instrument was also determined to be a valid instrument to measure stoichiometric content knowledge but yielded only moderate reliability indices. The instruments were used to determine the quality of the participants’ topic-specific pedagogical content knowledge, the participants’ conception of the mole and the quality of the participants’ stoichiometric content knowledge. The quality of the participants’ topic-specific pedagogical content knowledge ranged between basic pedagogical content knowledge and developing pedagogical content knowledge. More than half of the respondents that participated in this study held conceptions of the mole that are inconsistent with the SI definition of the mole. Most of the participants demonstrated a high level of content knowledge despite their conceptions of the mole which generally impacts on their teaching approach, which was found to be mainly algorithmic with a focus on stoichiometric calculations. The relationship between the participants’ measured topic-specific pedagogical content knowledge and content knowledge was shown to be weakly positive and requires further investigation. The findings of this study suggest that the instruments could be used to measure teachers’ topic-specific pedagogical content knowledge and content knowledge in stoichiometry to identify areas for in-service training, or in pre-service training programmes to develop pedagogical content knowledge and, ultimately improve learner performance in the topic of stoichiometry.

Developing a comprehensive method to compute bond orders is a problem that has eluded chemists since Lewis's pioneering work on chemical bonding a century ago. Here, a computationally efficient method solving this problem is introduced and demonstrated for diverse materials including elements from each chemical group and period. The method is applied to non-magnetic, collinear magnetic, and non-collinear magnetic materials with localized or delocalized bonding electrons. Examples studied include the stretched O 2 molecule, 26 diatomic molecules, 3d and 5d transition metal solids, periodic materials with 1 to 8748 atoms per unit cell, a biomolecule, a hypercoordinate molecule, an electron deficient molecule, hydrogen bound systems, transition states, Lewis acid–base complexes, aromatic compounds, magnetic systems, ionic materials, dispersion bound systems, nanostructures, and other materials. From near-zero to high-order bonds were studied. Both the bond orders and the sum of bond orders for each atom are accurate across various bonding types: metallic, covalent, polar-covalent, ionic, aromatic, dative, hypercoordinate, electron deficient multi-centered, agostic, and hydrogen bonding. The method yields similar results for correlated wavefunction and density functional theory inputs and for different S Z values of a spin multiplet. The method requires only the electron and spin magnetization density distributions as input and has a computational cost scaling linearly with increasing number of atoms in the unit cell. No prior approach is as general. The method does not apply to electrides, highly time-dependent states, some extremely high-energy excited states, and nuclear reactions.

Bond order quantifies the number of electrons dressed-exchanged between two atoms in a material and is important for understanding many chemical properties. Diatomic molecules are the smallest molecules possessing chemical bonds and play key roles in atmospheric chemistry, biochemistry, lab chemistry, and chemical manufacturing. Here we quantum-mechanically calculate bond orders for 288 diatomic molecules and ions. For homodiatomics, we show bond orders correlate to bond energies for elements within the same chemical group. We quantify and discuss how semicore electrons weaken bond orders for elements having diffuse semicore electrons. Lots of chemistry is effected by this. We introduce a first-principles method to represent orbital-independent bond order as a sum of orbital-dependent bond order components. This bond order component analysis (BOCA) applies to any spin-orbitals that are unitary transformations of the natural spin-orbitals, with or without periodic boundary conditions, and to non-magnetic and (collinear or non-collinear) magnetic materials. We use this BOCA to study all period 2 homodiatomics plus Mo 2 , Cr 2 , ClO, ClO À , and Mo 2 (acetate) 4. Using Manz's bond order equation with DDEC6 partitioning, the Mo-Mo bond order was 4.12 in Mo 2 and 1.46 in Mo 2 (acetate) 4 with a sum of bond orders for each Mo atom of $4. Our study informs both chemistry research and education. As a learning aid, we introduce an analogy between bond orders in materials and message transmission in computer networks. We also introduce the first working quantitative heuristic model for all period 2 homodiatomic bond orders. This heuristic model incorporates s-p mixing to give heuristic bond orders of 3 4 (Be 2), 1 3 4 (B 2), 2 3 4 (C 2), and whole number bond orders for the remaining period 2 homodiatomics.

This research aimed to carry out a survey and analysis of the state of the art of the Web 2.0 tools in Chemistry Teaching since the appearance of Web 2.0 in 2005 until the year 2015. We analyzed the production of 6061 articles/communications in four scientific journals and four scientific proceedings. We found 122 papers on Social Web in journals and 217 in scientific proceedings, of a total of 1971 publications delimited by ICT, with 103 publications exclusively devoted to chemistry teaching. In addition, it presents the use of some Web 2.0 resources and how these are being inserted in the chemistry teaching, highlighting a brief summary of published articles. Despite the publications in the area are not homogeneous, the results show a small growth in research using Web 2.0 in chemistry teaching in its first decade. This article, in addition to presenting an overview of Web 2.0 tools in chemistry teaching, serves as the basis for the expansion of research in the area and in the development of new studies.

This paper is a concept paper reflecting on the conceptualization of the concept of a &#39;mole&#39; in the literature. The focus of this paper is to problematize the conceptualization of the mole concept in the literature and argues for a refined conception. The mole concept and reaction stoichiometry are two domains within chemistry, taught at secondary school level that learners generally tend to find problematic (Huddle & Pillay, 1996). Learners that move on to study chemistry at a tertiary level tend to lack the necessary proficiency and basis for success and generally perform poorly despite these topics being covered in the secondary school curriculum. This could possibly be attributed to a poor subject knowledge base and pedagogical content knowledge. Some indicators in teaching practice of teachers with low levels of content knowledge include expressing the same alternative conceptions as those held by learners. Teachers&#39; content knowledge is important for developing con...

Since the first widespread implementation of Problem Based Learning (PBL) in medical teaching in the 1960s (Woods, 1996; Boud, et al., 1998), this pedagogical approach has become increasingly popular in the teaching on physical science programmes (Williams, et al., 2010). PBL approaches to learning and teaching are based around student-focused enquiry with a particular emphasis on the development of high level skills including the application of abstract discipline specific knowledge to ill-defined interdisciplinary research questions and the ability to communicate the findings of a project to a range of diverse audience types.

This paper will describe the strategies adopted by the University of Leicester’s Department of Chemistry to develop suitable assessments for PBL courses. The paper will include a discussion of the need to develop authentic assessments which are suitably aligned with the context of the problem and the expectations of undergraduate chemistry students. The paper will describe a number of examples from the chemistry degree programme and will include discussion of how the PBL process allows the effective integration of formative assessment throughout the problem solving process. The paper will also include a discussion of how effective assessment of PBL activities can be used to help students make connections between different components of a course and to develop as individuals throughout a course by reflecting on earlier experiences and adapting their approach to future tasks as appropriate.

References:
Boud D. and Felletti G. E., (1997), The challenge of problem-based learning, Kogan-Page London.

Williams, D. P., Woodward, J. R., Symons, S. L., Davies, D. L., (2010), Group problems in problem-based learning, Chem. Ed. Res. Pract., 11, 32-42.

Woods D. R., (1996), in Problem-based learning: helping your students gain the most from PBL, McMaster University, Hamilton (http://chemeng.mcmaster.ca/pbl/pbl.htm Accessed 6thJuly 2015).

A series of 2-hydroxy-5-bromo-4-methoxy-N-(substituted phenyl) chalconeimine was synthesized, characterized and tested for their antimicrobial activity. These new derivative was achieved by treating 2-hydroxy-5-bromo-4-methoxy chalcone with substituted aniline at reflux temperature using ethanol as solvent in presence of H2SO4. Structures of the synthesized compounds were characterized using IR, 1H-NMR and mass spectroscopy. The synthesized compounds were screened for their in vitro antibacterial activity against bacteria S. aureus, E. coli, P. aeruginosa and S. Pyogenes. And antifungal activity against C. Albicans and A.Clavatus some of these compounds exhibited moderate to good activity.

This paper is a concept paper reflecting on the conceptualization of the concept of a ‘mole’ in the literature. The focus of this paper is to problematize the conceptualization of the mole concept in the literature and argues for a refined conception. The mole concept and reaction stoichiometry are two domains within chemistry, taught at secondary school level that learners generally tend to find problematic (Huddle & Pillay, 1996). Learners that move on to study chemistry at a tertiary level tend to lack the necessary proficiency and basis for success and generally perform poorly despite these topics being covered in the secondary school curriculum. This could possibly be attributed to a poor subject knowledge base and pedagogical content knowledge. Some indicators in teaching practice of teachers with low levels of content knowledge include expressing the same alternative conceptions as those held by learners. Teachers’ content knowledge is important for developing conceptual understanding. Furió et al. (2000) state that good teaching of a subject requires teachers to have excellent knowledge of the concepts and theories of the discipline they are teaching.

Possessing content knowledge is therefore a key component of developing PCK and hence effective teaching. In the literature it is evident that the mole concept is poorly conceptualised by a majority of teachers and often incorrectly defined in a large portion of school textbooks thereby preventing proper comprehension by learners. The misconceptions and difficulties in stoichiometry are related to learners’ conception of the mole (Novick & Menis, 1976; Lazonby et al., 1982;; Tullberg et al., 1994). According to Strömdahl et al. (1994) learners’ conception of the mole is a reflection of the educator’s conception and of the conception presented in textbooks. The conceptualization of the mole, a central concept in chemistry and important in stoichiometry (Klob, 1978), is essential in the transformation of a teachers’ subject matter knowledge into forms that are accessible to learners and therefore effective teaching of this concept (Geddis & Wood, 1997).

Teachers’ conceptions of the mole have been categorised into four fundamental categories (Strömdahl et al., 1994). These four categorizations involve the definition of the mole as an SI unit and three alternative definitions of the mole that are inconsistent with the SI definition for the amount of substance as an independent physical quantity and of the mole as its unit and therefore pose problems when teaching the mole (Strömdahl et al., 1994). The four categorizations are briefly outlined and discussed.

In order to ensure that learners develop the correct conception of the mole it is essential that the SI approach is used from the outset (Lazonby et al., 1982). Issues of language usage, semantics and nomenclature are discussed. However it is suggested in order for learners to understand the concepts they need to be able to correlate the visible chemical changes at the macroscopic level with the mental model of the entities reacting at the sub-microscopic level which learners need to express symbolically (Bond-Robinson, 2005). Teachers need to ensure that they explicitly link the mass, molar mass, number of particles and molar volume through the mathematical relationships and the relevant proportionality constant and not mismatch expressions by using the amount of substance concept as an equivalent to these terms (Strömdahl et al., 1994; Furió et al., 2000; Pekdağ & Azizoğlu, 2013).

Conceptualizing the mole as the SI unit for the amount of substance, the correct view as held by the scientific community, and an understanding of the problems associated with the construction of these concepts, would indicate high grade knowledge of the concepts and theories of the discipline of chemistry (Furió et al., 2000). However, the dilemmas associated with conceptualization of the mole as an SI unit needs to be recognised by teachers and effectively managed, an indication of curricular saliency (Geddis & Wood, 1997). The usefulness of regarding the mole as a counting unit, equivalent to Avogadro’s number is essential in establishing the links between number of elementary particles, mass or volume and the amount of substance (Klob, 1978; Furió et al., 2000). Using this analogy helps learners understand the number of particles represented in the mole but it is important to point out the limitations of the analogy (Staver & Lumpe, 1993).

Discipline-based educational research (DBER) has shown that three instructional techniques-Supplemental Instruction (SI), Process-Oriented Guided Inquiry Learning (POGIL), and Peer-Led Team Learning (PLTL)-can be effective ways of improving student performance in chemistry courses at the K-12 or college/university levels. The goal of this paper is to use an analysis of the literature to compare and contrast these instructional techniques and, when possible, to determine "best practices" for their implementation. Particular attention will be paid to four themes related to the impact of PLTL on students, impact on peer-team-leaders, how to motivate peer leaders, and impact of peer leaders on the instructors who implement PLTL in their classroom.

The study identified Mole Concept in Ordinary Level West African School Certificate (WASC) syllabus, and examined the effectiveness of Problem Solving Approach (PSA) on male and female chemistry students in Senior Secondary Schools in Akure South Local Government Area of Ondo State, Nigeria. The study adopted a pre-test post-test experimental design. The sample consisted of 60 participants selected from two non co-educational senior secondary schools in Akure South Local Government Area of Ondo State, Nigeria. Two intact classes from Senior School I were chosen from the two selected schools comprising 32 females and 28 males. The two intact classes were assigned school A (females) and schools B (Male). These two intact classes were taught mole concepts separately using Problem Solving Approach in their respective schools. A 20 item instrument tagged Mole Concept Achievement Test (MCAT) was developed by the researcher and ascertained for reliability (r= 0.78, p&lt;0.05). The study wa...

The study identified Mole Concept in Ordinary Level West African School Certificate (WASC) syllabus, and examined the effectiveness of Problem Solving Approach (PSA) on male and female chemistry students in Senior Secondary Schools in Akure South Local Government Area of Ondo State, Nigeria. The study adopted a pre-test post-test experimental design. The sample consisted of 60 participants selected from two non co-educational senior secondary schools in Akure South Local Government Area of Ondo State, Nigeria. Two intact classes from Senior School I were chosen from the two selected schools comprising 32 females and 28 males. The two intact classes were assigned school A (females) and schools B (Male). These two intact classes were taught mole concepts separately using Problem Solving Approach in their respective schools. A 20 item instrument tagged Mole Concept Achievement Test (MCAT) was developed by the researcher and ascertained for reliability (r= 0.78, p<0.05). The study was guided by two hypotheses. Data collected were analysed using t-test. The results showed that there was no significant difference in the performance of female (X=16.039) and male (X= 16.013) students after treatment, t=0.087, p<0.05. The study concluded that Problems Solving Approach is an effective method of teaching both male and female secondary school chemistry students the mole concept.

This study is aimed to analyze conceptions of student teachers who receive education from Turkey and Germany, toward ozone layer by comparing them according to several variables. Sample of the study is composed of 78 student teachers of chemistry who received education in three universities from three different cities in Turkey and 72 student teachers of chemistry who received education in different universities of Hessen and Baden-Württemberg States of Germany in 2012-2013. This research, which was carried out in order to detect student chemistry teachers' levels of conception toward environmental chemistry, is a descriptive research carried out with comparative study method. To collect data, open-ended questionnaire which was composed of four questions and likert scale about ozone layer was used. SPSS 17,0 package program was used to analyze data. No meaningful statistical differences detected between the ranks of student teachers (101 female and 68 male) depending on the gender based on Mann-Whitney U analyze results(U= 3425,000; p=0,977; p>,05) which was applied in order to determine whether there were any meaningful differences between male and female student teachers' questionnaire ranks or not. When results of Mann-Whitney U which was applied in order to detect were analyzed, it was seen that there was a meaningful difference between students' questionnaire ranks depending on the country in which they received education(U= 3,425,000; p=0,977; p>,05).

The study was to investigate if there any possibility of enhancing students' metacognitive awareness in Chemistry in Ekiti State, Nigeria using Predict-Explain-Observe-Explain and Vee Heuristic Strategies. The instrument used for data collection was Metacognitive Awareness Inventory (MAI). Cronbach Alpha was used to ascertain the reliability index of MAI which gave reliability value of 0.84. The target population of this study was 14,753 which was the population of SSII chemistry students in study area. A sample of 308 students comprising 174 boys and 134 girls drawn from 9 schools within 9 Local Government Areas (LGA) out of 16 LGA in the Ekiti State, Nigeria selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The study revealed that PEOE and VH strategies significantly improved students' metacognitive awareness [F2, 301=3742.616, P<0.05] than discussion method. It was also found that there was no significant interaction effect of treatments and gender on the mean metacognitive awareness [F2, 301 = .600, P>0.050] of students in Chemistry. It was recommended among others that since PEOE and VH strategies were found to be effective strategies for enhancing students' metacognitive awareness in Chemistry; Chemistry teacher's trainee should be trained on the use of PEOE and VH strategies and serving teachers should use it.

A non-experimental descriptive and correlational design was used to examine the ‘notion of the nature of scientific model, atom achievement and correlation between the two’ held by a total sample of 76 prospective science teachers. “Students’ Understanding of Models in Science” scale was utilized to evaluate the views of the prospective science teachers on the nature of scientific models. “Atom Achievement Test” was used to determine the achievement levels of the prospective science teachers. Some meaningful outcomes were obtained related to the views of the prospective science teachers on the nature of scientific models. No any significant relationship was observed between the views of the prospective science teachers on the nature of scientific models and their achievement in the topic of Atom. The findings have been analysed by comparing them with the relevant literature and the implications to enhance prospective science teachers modeling ability have been discussed.

The study focused on the development of alternative protocol for isolating oil from pili (Canarium ovatum) pulp. It looked into essential aspects of pili pulp oil isolation by investigating existing protocol being employed by pili processors such as the traditional method, DOST recommended methods, and enzymatic extraction. Determining an alternative oil isolation protocol was conducted employing description matrix analysis based on the features of each of the existing protocol. The proposed Ramirez Alternative Protocol RPOIM (Ramirez Pili Oil Isolation Method) consists of three major processes such as extraction and fractionation, oil isolation, and oil recovery. Fermentation of pulp for 1-2 days after mechanized mixing and after extraction is a distinct feature of the newly developed method. It was pilot tested using pili pulp samples from Bicol pili varieties obtained from the Department of Agriculture Regional Office V. Results confirmed the presence of oil in pili pulp as indicated by the data obtained on the percent oil yield of the samples tested such as 35.5% for Goa variety, 11.3% for Lanuza, 3.31% for Penafrancia, 9.76% for Magnaye and 25.2% for Laysa. It likewise revealed the potential of the RPOIM as alternative protocol to be used in pili pulp oil isolation.

Keupayaan pelajar melukis gambar gambarajah pertindihan orbital merupakan salah satu hasil pembelajaran dalam topik Ikatan Kimia. Keupayaan melukis gambarajah pertindihan orbital melibatkan himpunan beberapa kemahiran seperti menentukan jenis penghibridan, menentukan bentuk geometri molekul, melukis gambarajah pertindihan orbital dan melabel atom, orbital serta pasangan elektron. Ujian formatif yang ditadbir telah berjaya mengesan beberapa masalah pelajar dalam melukis gambarajah pertindihan orbital dengan betul. Antara masalah yang dikenalpasti adalah tidak memahami konsep pertindihan orbital terutamanya apabila melibatkan molekul dengan pasangan elektron pencil. Oleh yang demikian O-O Kit telah diperkenalkan untuk membantu pelajar berpencapaian lemah dalam memahami konsep pertindihan orbital serta membuat visualisasi proses yang berlaku. Kajian tindakan ini dijalankan terhadap lima orang pelajar dari praktikum S31P3 bagi sesi 2019/2020. Dapatan kajian mendapati penggunaan O-O Kit telah membantu pelajar lemah menguasai subtopik pertindihan orbital. Kumpulan pelajar ini berjaya menentukan jenis penghibridan, menentukan bentuk geometri, melukis gambarajah pertindihan orbital serta melabel atom, orbital dan pasangan elektron dengan betul. Penggunaan O-O Kit akan disebar luaskan sebagai set induksi sebelum mengajar subtopik pertindihan orbital dimasa hadapan.

In this paper, the education system in Bosnia and Herzegovina is presented in the light of current state-level legislation, with an emphasis on chemistry education at the primary, secondary and tertiary level. The consequences of the last war in our country still persist and are visible in many aspects of everyday life, including the education system, thus limiting the efforts of education professionals to follow international trends in education. There are three valid curricula for primary education at the national level, each of which differs in the national group of school subjects. Teaching methods are common for all three curricula and are mainly teacher-oriented. The situation is similar with regard to secondary education. Study programmes at the university level are organised in accordance with the Bologna principles. The programmes are made by the universities themselves and approved by the corresponding ministry of education. Chemical education research in Bosnia and Herzeg...