Is Laboratory Based Instruction in Beginning College-Level Chemistry Worth the Effort and Expense?

Innovative researches and findings of science educators and scholars on the effectiveness of ethno science based instructional model and approach remains unproductive in the field of chemistry education because of the continuous ignorance and neglect of ethno scientific practices by chemistry instructors. This neglect which could possibly be as a result of a lack or, inadequate awareness has stalled moves for contextualized system of chemistry education for more meaningful learning and effective teaching. In view of this, this study sought to ascertain secondary school chemistry teachers’ level of awareness of ethno science practices and the predictive value of teacher variables and school location. The study adopted descriptive survey research design. Data were collected from a sample of 150 chemistry teachers drawn from rural and urban secondary schools in Akinyele, Ido and Lagelu Local Government Area, Oyo state. The instruments used were validated and each reliability tested; Chemistry Teachers’ Questionnaire on Awareness of Ethno Science Practices (r=0.75) and Chemistry Teachers’ Questionnaire on Value for Culture (r=0.95). Four research questions tested at 0.05 and 0.01 level of significance using Analysis of Variance ANOVA; which guided this study were answered using descriptive statistics of (mean and standard deviation), Pearson product moment correlation and multiple regression. The study revealed that chemistry teachers’ awareness of ethno science was below expectation (x̅=60.34). The independent variables had significant composite contribution on awareness of ethno science (23.9%). Gender and School location both had no significant relative contribution on awareness while, Value for culture (B=0.128;t=3.166;p<0.05) and Experience (B=5.490;t=3.551;p<0.05) both had significant relative contribution on awareness. Gender had no significant relationship with awareness while, Value for culture (r=0.811;p<0.01), Experience (r=0.242;p<0.01) and School location (r=0.360;p<0.01) had significant relationship with awareness. Following these findings, it was recommended that there is need to equip chemistry teachers with indigenous knowledge of the people in the area where they teach through training and re-training. The need for government and educational research institute to encourage research on profiling of ethno science practices for integration in science classroom was also suggested. Also suggested, is the need for chemistry teachers to be given the necessary support and opportunity to formally link culture with western science in classroom instruction.

This study aims to describe the level of knowledge and understanding of state senior high school science teachers (SMAN) in constructing higher-order thinking items (HOT), and to compar e the level of knowledge and understanding among state senior high school Physics, Chemistry, and Biology teachers in constructing higher-order thinking items (HOT). The type of this research is descriptive quantitative, data collection technique is done by survey method using developed questionnaire instrument. The population in this research are all science teachers (Physics, Chemistry, and Biology) of State Senior High School teachers in Aceh Province, with the sample being 90 science teachers of State Senior High School teachers which are chosen randomly. The data obtained were analyzed descriptively. The result of the research shows that: (1) the level of knowledge and understanding of science teachers of State Senior High School teachers in constructing higher-order thinking items (HOT) is in the medium category, (2) the level of knowledge and understanding in constructing higher-order thinking (HOT) items, Biology teachers achieved more high and very high category compared to Physics and Chemistry teachers.

Whither constructivism?—A chemistry teachers’ perspective

There is increasing interest in the use of artificial intelligence technologies, which have become a transformative force in the field of education, in educational fields that include subject areas that support lifelong learning, such as science and chemistry education. In this study, a systematic review was conducted on the use and effects of artificial intelligence applications in science and chemistry education between 2014 and 2024. As a result of the systematic review, it was seen that there was an increase in studies between 2021 and 2024. It was seen that artificial intelligence applications are mostly carried out in the field of science education. ChatGPT and conversational robots are usually used. These tools mostly impact on learning outcomes related to the learning process and researchers mostly report risks/limitations related to ethical issues in the use of AI tools in education. These applications are seen to have effects such as contributing to the online learning process of students, facilitating learning, providing multi-modal (auditory) learning environments for science/chemistry laboratory courses, providing interdisciplinary learning experiences, and encouraging personalized learning. In the reviewed studies, researchers generally emphasize ethical challenges and limitations regarding gender and racial bias, hallucinations, copyright infringement, plagiarism and biased information production, issues related to accuracy and reliability, problems with technical infrastructure and language support, and the impact of these practices on human decision-making processes and writing skills. As a result, determining and presenting ethical issues regarding the use of artificial intelligence tools in science and chemistry education and increasing the awareness of students and teachers about the conscious use of these tools will be an important step.

Education is always evolving, and most recently has shifted to increased online or remote learning. Digital Learning and Teaching in Chemistry compiles the established and emerging trends in this field, specifically within the context of learning and teaching in chemistry. This book shares insights about five major themes: best practices for teaching and learning digitally, digital learning platforms, virtual visualisation and laboratory to promote learning in science, digital assessment, and building communities of learners and educators. The authors are chemistry instructors and researchers from nine countries, contributing an international perspective on digital learning and teaching in chemistry. While the chapters in this book span a wide variety of topics, as a whole, they focus on using technology and digital platforms as a method for supporting inclusive and meaningful learning. The best practices and recommendations shared by the authors are highly relevant for modern chemistry education, as teaching and learning through digital methods is likely to persist. Furthermore, teaching chemistry digitally has the potential to bring greater equity to the field of chemistry education in terms of who has access to quality learning, and this book will contribute to that goal. This book will be essential reading for those working in chemical education and teaching. Yehudit Judy Dori is internationally recognised, formerly Dean of the Faculty of Education of Science and Technology at the Technion Israel Institute of Technology and won the 2020 NARST Distinguished Contributions to Science Education through Research Award–DCRA for her exceptional research contributions. Courtney Ngai and Gabriela Szteinberg are passionate researchers and practitioners in the education field. Courtney Ngai is the Associate Director of the Office of Undergraduate Research and Artistry at Colorado State University. Gabriela Szteinberg serves as Assistant Dean and Academic Coordinator for the College of Arts and Sciences at Washington University in St. Louis.

On January 7, 1963, a conference attended by the personnel of the Institute of General and Polytechnical Education of the Academy of Pedagogical Sciences, by chemistry methodologists and teachers, and by participants in the January Russian Federation series of pedagogical lectures was held at the Ministry of Education of the RSFSR under the chairmanship of Deputy Minister M. P. Kashin. Chemistry teachers from the city and region of Kostroma took the floor to report on their experience. All those present noted with deep satisfaction the value of this experience and the creativity and skill of the Kostroma chemistry teachers in working with students in and out of class.

The present study sought to identify ways to improve the quality and quantity of chemistry in higher educational institutions in West Bengal. It highlights the perspective of NEP 2020 and compares the existing higher education framework with the National Education Policy 2020. The study has run out the overview of the background of chemistry teaching in higher education institutions in West Bengal. It also focuses on the challenges in higher education faced by professors, students, community. The study will help the learners, policy makers, and researchers to learn about the recent scenario of higher education in chemistry in general degree colleges in West Bengal.

From Science Education, the Pedagogical Content Knowledge (PCK) is making an important contribution to the analysis of teacher training and the improvement of professionals. As such, a study was conducted to characterise the PCK of a teacher holding a degree in chemistry teaching; he teaches organic chemistry concepts at a higher education institution. The research involved a case study and was qualitative in nature; document analysis was also used as an analytical technique; besides, information was collected by use of Representations of Content (ReCo), Pedagogical and Professional Experience Repertoires (PaP-eR), document analysis of the participating teacher’s work, classroom observation, and interviews. With these tools, we were able to determine the strengths and weaknesses of the participating teacher, and from there, to infer aspects that needed improving in training undergraduates in chemistry. I found that, in this case, the teacher sees himself as chemist and not as chemistry teacher (i.e. there is a lack of professional identity); perhaps, because it is the dominant factor in his disciplinary knowledge at the expense of topics related to the knowledge of school context, as well as historical-epistemological and psycho-pedagogical knowledge. The latter indicates, as a characteristic of the participant’s PCK, that this PCK is incipient due to the disarticulation of its components, which weakens the teaching of organic chemistry concepts. This suggests the need to strengthen the initial training of teachers in their role as teaching professionals, and to integrate components of the PCK.

The continuing crisis in the supply and demand for high school physics and chemistry teachers has been documented by a series of national surveys. There is a need, however, to augment these surveys with accurate longitudinal data which identifies the age‐specific variables of science teacher survival rates, incoming number of new teachers, and the rate at which science teachers change age cohorts. These three variables were used in a five year longitudinal study of all the physics and chemistry teachers in Kansas to project the need for teachers in 1985 and in 1990. The study indicated that the teachers 40 years and older comprised 33.5% of the physics/ chemistry teacher population in 1979–1980 and the percentage will steadily increase to 60.8 by 1990. The high turnover rate of science teachers 29 years old and younger is also contributing to the shortage of qualified physics and chemistry teachers. The cohort component population projection method outlined in this study is recommended for use in other states to document the age specific characteristics of the science teacher population.

This study examined the perceptions of Chemistry teachers towards the use of instructional media for teaching and learning across public secondary schools in Jalingo metropolis of Taraba State. In order to achieve the objectives of the study, two (2) research questions and one null hypothesis guided the study. It was a descriptive survey research design with target population of one hundred and eight (108) science teachers out of which twenty (20) Chemistry teachers were selected using purposive sampling technique from ten public secondary schools in the study area. A researcher-developed questionnaire titled Instructional Media in relation to Teaching and Learning of Chemistry Questionnaire- IMTLCQ with reliability coefficient of (r=0.81) value after using Pearson Product Moment Correlation- PPMC analysis. Mean and standard deviations were used for answering research questions while independent T-test was used for testing the null hypothesis at 0.05 level of significance. The findings revealed no significant difference in the mean response of male and female chemistry teachers on the use of instructional media; and a positive perception towards the use of instructional media for teaching and learning of Chemistry in the study area. Based on the findings of the study, it was concluded that teachers’ perception towards the use of instructional media for teaching and learning of Chemistry is positive, thereby suggesting widely acceptance of technology in teaching Chemistry. However, certain factors affecting the use of instructional media for teaching and learning were identified and appropriate recommendations were made, including involvement of all stakeholders in education for provision of relevant technological gadgets to facilitate effective teaching and learning of Chemistry across public secondary schools in the study area.

In this study, we investigated the perceived professional needs of Korean science teachers majoring in chemical education, and examined their preferences for online and on‐site inservice teacher training programmes. The results were also compared with those of preservice teachers. Participants were 120 secondary school teachers and 67 preservice teachers, whose majors were either chemical education or science education with emphasis in chemistry. A questionnaire consisting of a modified Science Teacher Inventory of Need and a section concerning respondents’ demographic information and their use of the Internet was administered. In contrast to previous studies, the perceived needs of Korean inservice and preservice teachers were found to be very strong in all 30 needs assessment items, and their prominent needs were from all seven categories. Preservice teachers indicated significantly greater needs than inservice teachers on several items. Korean teachers generally tended to prefer online inservice to traditional on‐site training programmes, although they still preferred on‐site types of programmes in areas such as conducting laboratory sessions and demonstrating manipulative skills. Preferences for online programmes tended to be stronger among preservice teachers than inservice teachers, and among non‐veteran teachers than in veteran teachers. Educational implications are discussed.

Introduction: Argumentation is a fundamental skill for life in society, which can be found in different everyday contexts and in science education, to which it contributes significantly. Argumentation has been recurrent in chemical education and reported in various studies. Thus, significant academic production on argumentation in chemistry education has been observed, which lacks studies to organize it and identify its trends, gaps and potential contributions. Goals: The present study aims to identify and analyze publications in Brazilian journals on argumentation in the chemistry education, published between 2000 and 2020. Methods: To do this, journals A1, A2, B1 and B2 were selected from Teaching and Education areas of the CAPES Qualis program, whose titles are related to science education. In these journals, the words chemical and argumentation were used as search terms, which should be present in the titles, abstracts and/or keywords of the studies. Twenty-seven articles that were closely linked to the topic investigated were obtained and then classified according to their year of publication, level of education and privileged thematic focus. Results: It was found that publications on argumentation in chemistry education in Brazilian journals began in 2005, reaching their peak in 2019 and 2020. Furthermore, secondary and higher education school levels were the most recurrent, while the main thematic foci of the studies were the use of strategies to promote argumentation and its inclusion in teacher education. Conclusions: The outcomes showed that the topic is growing fast and that different argument aspects have been explored by researchers from the educational field. However, the lack of studies regarding elementary education is a gap to be filled.

Chemistry and biology are interrelated branches of science, but students majoring in Chemistry Education are often considered as less ability to understand several biological concepts. The aim of this study was to obtain the information about the response of Chemistry Education students on General Biology course. The research was a descriptive study conducted in August to December 2017 in which the subjects were twenty-four first-semester students of Chemistry Education who take General Biology course at Faculty of Tarbiyah and Teaching Sciences, State Islamic Institute Batusangkar, West Sumatera. The instrument used was the questionnaire of student responses on General Biology course. The analysis used was descriptive statistical analysis by using percentage. The best response of students on General Biology course is on assessment transparency aspect, while the lowest response is on lecture attractiveness aspect. The conclusion, the response of Chemistry Education student who has taken General Biology course in State Islamic Institute Batusangkar on the criteria good. Although from Chemistry Education Program, most students give positive responses to General Biology course. Information obtained from this study can be used as a basis for improving the quality of General Biology course, especially in Chemistry Education Program.

The study explored how chemistry teachers and students interact during laboratory instruction. Two research questions served as the basis for this investigation. The study used a non-participant observation case study research approach. Thirty (30) chemistry teachers and one thousand two hundred (1,200) senior high school students from Delta State comprised the study’s sample. Data was gathered using a behaviour checklist known as Science Laboratory Interaction Categories (SLIC). One of the study’s main conclusions was that chemistry teachers had more teacher-student (vertical) interaction patterns (ii). Another finding was that chemistry students have student-student interaction patterns while they are participating in laboratories activities. It was concluded that the knowledge of what chemistry teachers and students do in laboratories can provide valuable insights for enhancing science education across all educational levels. It was recommended that both chemistry teachers and students should be re-trained through workshops and seminars on how to promote student-teacher interaction pattern for effective learning to take place.

“Good luck on your first day as an assistant professor, Dr. Tanner! Have a great class!” On the wall above my desk, these words scream out from an otherwise encouraging note that is adorned with many exclamation points. This note has hung on my wall since my very first day as an Assistant Professor of Biology. As I was charging off to teach my first class, a senior faculty member who had been on my hiring committee slipped this note under my office door. In moments of pause years later, I still stare up at that note and breathe a sigh of relief that I had much more than luck to guide me on my first day as a college-level teacher. Although I continue to have much to learn—as all of us do no matter the number of years of teaching experience—I did arrive at the university with both formal and informal training in science education. I had had plenty of exposure to innovative pedagogical approaches, questioning strategies, and techniques for engaging diverse audiences in learning science. As a scientist educator, I had had the privilege of many years of collaboration with outstanding K–12 educators as well as a postdoctoral fellowship in science education. However, my training has been, to say the least, unconventional compared with that of my fellow junior faculty and unique in its preparation in regard to the teaching and learning of my discipline. It will not be news to anyone reading this article that university and college teaching is to a large extent a profession with no formal training. It’s startling but true that the majority of faculty members—and lecturers who often teach large numbers of students—have no formal training in the teaching and learning of their discipline. In fact, the hiring process in university science departments is structured primarily to evaluate a faculty candidate’s ability to be a productive researcher, with success measured in number of publications and magnitude of grant funds raised. Depending on the type of institution, for example, research university, state-level university, or liberal arts college, there may be a component of the faculty interview process that probes a candidate’s teaching ability, for example, requesting a statement of teaching philosophy and requiring the candidate to teach a sample lecture class. However, this sample lecture often screens for gross inadequacies, rather than looking for stellar innovations or pedagogical skills. This lack of formal, accredited training for university and college instructors stands in stark contrast to the requirements for a high school teacher who is charged with the education of students only a year junior to college freshmen. High school teachers in the United States must be credentialed as a secondary science teacher, demonstrate subject matter competency in every subject that they will be teaching, and must continually engage in professional development in the teaching and learning of their discipline throughout their career as a science teacher. With the 2002 federal No Child Left Behind legislation, the onus is upon each precollege science teacher to become “highly qualified” in terms of formal university-level training in science education. However, no such required professional training or measurable standards for teaching are required in institutions of higher education. Many policy documents have suggested standards of teaching practice in postsecondary science education (National Research Council, 1996, 1997; Siebert and McIntosh, 2001), but the extent of implementation of these ideals is unclear and has gone relatively unstudied, although national and regional accreditation boards do look at outcomes, asking colleges and universities to assess what their students have gained from four years of study at their institutions. Nonetheless, there is a striking reversal of accountability that happens when one crosses the precollege teaching to college-level teaching boundary (Table 1). During the K–12 school years, society expects K–12 teachers to be responsible for student learning. Salaries of teachers in many states are tied to student test scores, and poor student performance can potentially invoke penalties. At a college or university, several variables in the educational universe shift. Students are the ones responsible for learning. The evaluation and compensation of college-level teachers is not DOI: 10.1187/cbe.05–12–0132 Address correspondence to: Kimberly Tanner (kdtanner@sfsu.edu). CBE—Life Sciences Education Vol. 5, 1–6, Spring 2006