What Can the Learning Sciences Tell Us about Learning Chemistry?

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.

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.

The development of research topics in the field of eye tracking has become a good trend at the international level because eye tracking is not only used in the fields of health or psychology but can also be used in education, including chemistry and science learning. This research aims to look at trends and updates on the topic of eye tracking in chemistry learning so that gaps and research opportunities can be found. This research uses bibliometric methods with articles collected from Google Scholar and VOSviewer software is used to analyze and visualize the relationship of various elements in the dataset. From the results of the analysis, information was obtained: (1) the development of eye tracking publications in the context of learning chemistry, science and pure chemistry experienced fluctuations in the publication timeframe 2018-2023; (2) the publisher that publishes a lot of eye-tracking literature is Elsavier; (3) United States is the country with the most authors; (4) the journal that receives the most eye-tracking articles is Computers & Education; (5) It is known that 83.5% of eye tracking articles are published in Q1-Q3 journals; (6) authors who have conducted a lot of research on the topic of eye tracking are "Sigfredo Fuentez, Claudia Gonzalez Viejo and Richard E. Mayer"; (7) There are 162 keywords divided into 19 clusters; ; (8) "eye movements, eye tracking and virtual reality" are keywords that appear frequently; (9) Eye tracking research topics in chemistry learning that are still little researched are "drawing, learning processes, stem content knowledge, visual spatial content, gaze tracking, visual problems, perceptual learning". This research also found trends as well as research gaps and opportunities related to the topic of eye tracking in chemistry, science and pure chemistry learning

STEM education is an area of great interest in Malaysia. However, learning STEM subject, focusing on chemistry at a younger age is a challenge among most of secondary school students. Thus, this study aims to investigate gifted and talented students’ knowledge and motivation toward learning chemistry, besides their preferred choice of learning. A total of 71 gifted and talented students taking chemistry at the age of 12 to 13 years old at a high school, were involved in this study. In this study, a survey questionnaire was used, as well as the Attitude toward Chemistry Lesson Scale and Glynn's Motivation Model. Statistical Package for Social Science (SPSS) version 21 was used to analyze the collected data, which included descriptive and inferential statistics. The findings revealed that students perceived chemistry to be important in many aspects of daily life. There was no substantial difference in the mean of male and female students' knowledge and motivation toward chemistry learning scores. The study's findings also show a moderately positive correlation between students' knowledge and career motivation, with the highest correlation value. This paper can help educators improve their students' knowledge and motivation for chemistry learning. As a result, educators' roles in bringing about changes in knowledge and motivation toward chemistry teaching and learning processes are critical.

Chemistry learning, industrial needs and the existing problems in society can be discussed and integrated into the classroom by implementing the STEM (Science, Technology, Engineering, and Mathematics) approach. The focus of the STEM research conducted previously was on improving the skills possessed by students. Only few paid attentions to the perceptions of teachers in the chemistry class. The purpose of this research was to determine the chemistry teacher's perception of the implementation of the STEM approach in chemistry learning. The purposed-design survey method was used in this research. A total of 37 chemistry teachers were involved as respondents. The sampling technique used was random sampling by giving questionnaires to chemistry teachers from various level of education in around central java, Indonesia. The questionnaire instrument was used to determine teachers' perceptions of STEM learning in chemistry learning. The result of the survey conducted was chemistry teachers had a positive perception of the implementation of chemistry learning using the STEM approach. The main obstacle faced by the teachers to implement the STEM approach is that they are not accustomed to applying the STEM approach and there is limited time available for the learning process with STEM. Meanwhile, according to the teachers, by applying the STEM approach in the chemistry class, it can improve the students' skills needed in the 21st century.

The last chapter in the first part of the Section I “Teaching and Learning Chemistry” by Bunce entitled “Challenging Myths about Teaching and Learning Chemistry” argues about students’ learning chemistry never the less teaching is active or it comprises different multimodel representational approaches. Some things in education are repeated so often that they become embedded in the collective memory of both students and teachers. We have come to accept as “truths” such things, for example, students’ attention during lecture, the use of modern technology will increase students’ achievements in chemistry, students just memorize the learning material and do not study for understanding, students forget most of what they learn in chemistry immediately after completing an exam… Bunce discusses further in the chapter about the proofs to support the acceptance of these ideas within the academic community and she tries to explore the truth behind these beliefs and some of the intervening variables that affect their measurement and interpretation. The goal of this chapter is to move our knowledge of how students learn from unsubstantiated opinion to a more accurate research-based foundation.

South East Asia is undergoing massive development in many sectors, so do the education. Good education needs a high quality teacher. SEA Teacher Project is a project held by SEAMEO to revitalize teacher education. Practicum for pre-service teachers plays a big role in the development of teacher in the future. Departing from SEA Teacher Project’s goals, this case study research aimed to explore how the teachers in the practice schools provided analogies and used visual aids in chemistry learning and how were student teachers’ perspectives in chemistry learning. The participants were 4 chemistry pre-service student teachers who experienced this program between 2016 and 2019. This research also explored the issues and challenges in the field to improve chemistry pre-service student teachers’ preparation, the fruitfulness of the program based on pre-service student teachers’ perspective. The results showed that analogies and visual aids are strengthen each other in chemistry learning. The SEA Teacher Project held by 2016 to 2019 has given significant experience of teaching for the participants.

This community service program aims to enhance the competence of science teachers under MGMP IPA Semarang in developing the ASYIIK practicum guidebook (Innovative Science Activities in Chemistry Education). This initiative was based on the limited use of innovative and curriculum-based practicum guides, as well as the challenges many teachers face in designing engaging and applicable practicum activities. The training involved 60 teachers from 9 schools and was conducted through forum group discussions (FGD), guidebook reviews, and structured monitoring and evaluation. Activities included material presentation, mini-practicum sessions, and assignments related to guidebook development. The results showed that over 78% of participants successfully created practicum guidebooks that met the established criteria, indicating a significant improvement in their competence. The program produced several outcomes, including a publication in a nationally accredited SINTA 4 journal, electronic media coverage, a video highlight, and copyright registration. These findings suggest that the ASYIIK approach fosters contextual learning, integrates 21st-century skills, and improves students’ motivation and understanding in chemistry learning. In conclusion, the program reinforces the role of teachers as innovative and relevant designers of meaningful learning experiences.

Scientific Creativity is fundamental skill that must be possessed by students in chemistry learning. In Indonesia, curriculum has emphasized to learner-center which has been one of supporting scientific creativity. However, the main controller in class is still teacher. Unfortunately, there were still any of them implements teacher-center. This study aims to study what extent of implementation of scientific creativity in chemistry learning among chemistry teachers. This study was qualitative research with case study approach. There were 5 chemistry teachers in Riau Indonesia selected through purposive sampling technique. Data was collected through interview and further was analyzed using thematic analysis. The chemistry teachers in this study have not yet implemented maximally, in which there were still teachers use of questions that did not lead to open-ended questions, teachers tended to focus on technical products, and less effort in providing opportunities for students to express their ideas. The lack of implementation of scientific creativity in this study showed that even though curriculum has supported it, but it still needs observation what extend teachers’ performance in the classroom. Therefore, enhancement of scientific creativity could be done appropriately.

<p class="0abstract">Chemistry is branch of science that is different because of chemical representations. The chemical representation made students assumed that chemistry is difficult. Students must master chemical representation to be able understand chemistry deeply. Besides, science process skills are crucial skills in learning chemistry, however, the students’ science process skills are rare to be involved. Chemical representation and science process skills have relationship each other. Nowadays, it was still difficult to find module could be used either face-to-face learning or online learning. Therefore, this study aimed to develop valid module integrated chemical representation and science process skills, and can be used in face-to-face learning and online learning (dual mode module) and to investigate teachers’ response about module. The research design used was ADDIE, data collected by using online validation form that was given to 6 validators to assess module based on suitability content, potential effectiveness, and overall satisfaction. To investigate chemistry teachers’ response to module, the online questionnaire given to teachers and it was further analyzed using percentage and compare to criteria of validity and criteria of response user. Th result found that module developed is valid with suitability content is 90.7%, potential effectiveness is 92%, and overall satisfaction is 92.5%. The chemistry teachers’ response showed that this module is very good criteria (92.36%). Therefore, dual mode module hopefully would be used in learning chemistry as media in face-to-face learning and online learning and also support chemical representation and science process skills among students. </p>

The indispensability and vast career possibilities associated with Chemistry notwithstanding, there is a palpable growing decline enrollment in Chemistry in Nigerian universities, particularly the private universities. The paper interrogated the teaching and learning of Chemistry in Nigerian private universities with a view to re-awakening the students’ interest for effective mastery of the subject. It relied on secondary sources and critical analysis and found out that major inhibiting factors include: Students’ faulty foundation in Chemistry, syndrome of area of concentration, absence of competitiveness in the admission process, poor attitude of students and lecturers as well as the ambience for effective scholarship. The paper concluded that the current downturn in the students enrolment in Chemistry and the seemingly poor interest in the subject portend sufficient threat to the future of Chemistry, chemical-related industries and the replacement of ageing Chemistry lecturers in Nigeria. It recommended the following strategies to mitigate the vicious cycle: targeted tutorial system, adoption of digital modes of teaching and learning, problem-based learning, capacity building initiatives for Chemistry lecturers, quality assurance mechanism, overhauling science education at the primary and secondary school levels, need-based assessment and provision of quality materials as well as adequate funding.

The success of efforts in developing students' higher-order thinking skills (HOTS) to face the complex challenges in the 21st century also depends on how teachers implement classroom assessments. Studies on teachers' knowledge and practices have been conducted at different levels of education. However, studies that involved teachers in vocational senior secondary schools are still limited. Therefore, this qualitative study aimed at exploring chemistry teachers' knowledge of HOTS, their assessment practices, and the barriers encountered. Ten chemistry teachers from three public and six private vocational senior secondary schools in South Jakarta were involved in this study. Data were collected through semi-structured interviews conducted between August and September 2019. The findings revealed that almost all chemistry teachers believed that providing students in vocational senior secondary schools with HOTS was essential. However, knowledge of HOTS among most teachers was still inadequate, contributing to their unpreparedness in assessing the skills. Misunderstanding about higher-order thinking was also revealed, such as associating higher-order thinking with item difficulties. The teachers in this study considered students' factors as barriers in cultivating HOTS in chemistry learning in vocational senior secondary schools, such as lack of motivation, low academic ability, and lack of reading habits. The teachers also mentioned the shortage of facilities as another barrier that inhibited their efforts in fostering HOTS in chemistry learning. Proper teacher professional development programs are needed to increase teachers' understanding of HOTS assessment and help them develop various strategies for fostering HOTS among vocational senior secondary school students.

This study aims to analyze and map research trends on the application of the Problem-Based Learning (PBL) model in chemistry education in Indonesia using the systematic literature review (SLR) method. The study involved secondary data sourced from the SINTA database for publications between 2015 and 2024. Articles were identified using the keywords "problem-based learning" and "chemistry", with inclusion criteria comprising: (1) studies implementing PBL in chemistry learning, (2) published between 2015 and 2024, (3) document type limited to peer-reviewed articles, and (4) articles indexed at least by Sinta 3. Out of an initial 182 articles retrieved, only 21 articles met the inclusion criteria after screening. The results indicate the PBL model has been implemented using various approaches, strategies, and media, demonstrating its effectiveness in improving students' learning outcomes, critical thinking skills, and engagement in chemistry education. The most frequent research focus was on learning outcomes, followed by learning activities and critical thinking skills, while other variables such as scientific attitudes, self-efficacy, and collaboration also received attention. PBL's adaptability, including integration with STEM and digital media, enhances its relevance to modern learning demands. This study highlights the significant role of PBL in fostering student-centered learning and bridging theoretical and practical aspects of chemistry. Limitations in database scope and inclusion criteria highlight the need for broader reviews. Future studies should include meta-analyses and explore interdisciplinary applications to enhance PBL's potential in chemistry education. These findings offer valuable insights for educators and researchers aiming to optimize PBL in Indonesian education

This study aims to find out 1) planning, 2) implementation, 3) assessment of Chemistry learning in the 2013 Curriculum, 4) Obstacles in implementing Chemistry learning in the 2013 Curriculum. This type of research is classified as evaluation research. Sources of data were obtained from all Chemistry teachers in Senior High School of Wajo who had implemented the 2013 Curriculum, the research data included planning, implementing, evaluating Chemistry learning. Data collection techniques using checklist sheets, interviews, observations, questionnaires, and documentation. The results of this study indicate that the Chemistry Learning Planning Aspects of the 2013 Curriculum in Senior High School of Wajo in the even semester of the academic year 2019/2020 reached 91% included in the very complete category, the Learning Implementation Aspect reached 87% included in the good category, and in the Aspect Chemistry Learning Assessment reached 73% included in the quite good category. The obstacles that have not been maximally implemented in the implementation of the 2013 curriculum are on the use of a scientific approach, the use of the 2013 curriculum-based learning model, as well as on the assessment of learning in the 2013 curriculum.

This paper reports the results about teachers’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during the COVID-19 pandemic in Rwandan selected secondary schools. The collected data by using a survey questionnaire were from 18 chemistry teachers in Nyarugenge and Kicukiro Districts. The findings illustrated that WhatsApp is effective for teaching chemistry and supporting students learning. This application promotes students’ motivation, engagement, collaboration, interaction, participation, and ubiquitous learning. Despite the facilitation of collaboration between teachers and their students while using WhatsApp, the internet connection related problems including its cost and availability were among the hindering factors for effective collaboration for both students and teachers. The lack of smartphones and computers for some students, teachers, parents, or guardians was among the highlighted limitations for the participation of some students. The limited students’ management and their distraction were also highlighted by some teachers. The provision of computers, smartphones, and enough internet connection for all teachers, parents, or guardians were among the proposed potential solutions. To deal with students’ management and distractions while learning via WhatsApp, there should be the follow-up and guidance provided by teachers, guardians, or parents. Chemistry teachers and students are recommended to use WhatsApp as a supporting learning tool due to its added value of providing ubiquitous learning. Parents, boards in charge of education, and other educational stakeholders should integrate WhatsApp in teaching and learning to complement classroom learning.