Chemistry - study in teaching

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Identifying Chemistry Prospective Teachers' Difficulties Encountered in Practice of The Subject Area Textbook Analysis Course

Identifying Chemistry Prospective Teachers' Difficulties Encountered in Practice of The Subject Area Textbook Analysis Course

Abstract – Prospective teachers should already be aware of possible mistakes in the textbooks and have knowledge of textbooks selection procedure and criteria. These knowledge is tried to being gained to prospective teachers at the Subject Area Textbook Analysis Course. It is important to identify the difficulties they encountered and the skills they gained from the point of implementing effectively this lesson. To research these problems, a case study was realized with 38 student teachers from Department of Secondary Science and Mathematics Education Chemistry Teaching Program at the Karadeniz Technical University Faculty of Fatih Education. Results suggest that prospective teachers gained the knowledge of research, teaching life, writing report, and analyzing textbook. Also, it was determined that they had difficulties in group working, literature reviewing, report writing, analyzing textbook, and critical analysis.
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Braz. J. Pharm. Sci.  vol.47 número4

Braz. J. Pharm. Sci. vol.47 número4

To improve the teaching-learning process in the Medicinal Chemistry course, new strategies have been incorporated into practical classes of this fundamental discipline of the pharmaceutical curriculum. Many changes and improvements have been made in the area of medicinal chemistry so far, and students should be prepared for these new approaches with the use of technological resources in this ield. Practical activities using computational techniques have been directed to the evaluation of chemical and physicochemical properties that affect the pharmacokinetics of drugs. Their objectives were to allow students to know these tools, to learn how to access them, to search for the structures of drugs and to analyze results. To the best of our knowledge, this is the irst study in Brazil to demonstrate the use of computational practices in teaching pharmacokinetics. Practical classes using Osiris and Molinspiration were attractive to students, who developed the activities easily and acquired better theoretical knowledge.
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Quím. Nova  vol.25 número2

Quím. Nova vol.25 número2

Netherlands. He discusses what he calls the “gap” or major inconsistency in text-book presentations of the conceptual approach to teaching bonding from the properties of the free atom (based on energy levels and energy of ionisation) and those of the bonded atom. This essentially physics approach to a central feature of chemistry is underpinned by the reductionist sense that physics is the fundamen- tal science and the assertion that chemical structures can be derived from first principles. Van Hoeve-Brouwer argues that even were this to be true in principle, it cannot be demonstrated to chemistry students when they study this topic in chemistry. He then, in a very elegant fashion, develops with teachers and students a chemical approach, which involves the reaction properties of a particular substance for discerning its molecular structure. The substance he chooses to illustrate this chemical approach is butendioic acid, with its isomeric forms – maleic acid and fumaric acid. The substance has a long history in chemistry and the teachers and the students become involved in this history by repeating some of it, including Pelouze’s experiment of 1834 to determine the empirical formula. The Structure –Properties approach involves observing properties, representing them in
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Chemistry Education and Mythology

Chemistry Education and Mythology

Abstract: This study aimed to investigate the effect of mythological story in teaching chemistry. To this end the students in the class were divided into two homogenous groups. While the first group was thought in a traditional way, using a mythological story thought the second group. The story used was based on a Mountain just opposite the faculty.

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Problematization of experimental activities in Chemistry further education: a study of teaching texts - part II.

Problematization of experimental activities in Chemistry further education: a study of teaching texts - part II.

PROBLEMATIZATION OF EXPERIMENTAL ACTIVITIES IN CHEMISTRY FURTHER EDUCATION: A STUDY OF TEACHING TEXTS – PART II. Through the analysis of articles with proposals for experimental activities and with current pedagogical, epistemological and environmental discussion on experimentation by Chemistry professors, this paper investigates ways of highlighting relevant methodological characteristics that can be incorporated in experiments. 102 articles from national periodicals were analysed, all of which suggested experiments for use in Chemistry higher education. Based on analysis of the suggestions for experiments it appears that of particular importance are: visions, such as those that explain a belief that experimentation incentivizes motivation and conceptual learning; awareness of observation influenced by empiricism; and “errors” of students, which enrich their knowledge.
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Problematization of experimental activities in chemistry further education: a study of teaching texts.

Problematization of experimental activities in chemistry further education: a study of teaching texts.

De outra parte, cumpre notar que foram identiicados, na análise dos artigos, avanços importantes no discurso acerca da experimen- tação em relação às visões que predominaram nos difundidos pro- jetos norte-americanos (por exemplo, Chemical Education Material Study - CHEMS) e ingleses (cursos Nufield) publicados em meados do século passado. Em parte isso já era esperado, uma vez que a pesquisa tinha como pressuposto apontar características importantes a serem incorporadas em experimentos. Porém, isso de certa forma envolve um paradoxo, pois se, em geral, os docentes de Química na educação superior praticamente não têm oportunidade de vivenciar processos formativos sobre a docência, seria esperado que não fossem identiicados discursos contemporâneos concernentes à experimen- tação. Com base nisso, parece importante investigar os caminhos formativos percorridos por esses autores que atuam como formadores em componentes curriculares de conteúdo especíico e que estão, de alguma maneira, envolvidos com o “discurso educacional” nesse cenário de predomínio da pesquisa em detrimento da docência. Em outras palavras, vislumbrar tais caminhos é um modo de também buscar conhecer como se pode proporcionar a problematização das atividades experimentais no desenvolvimento proissional dos docentes de Química.
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Using the reactions O+H2 → OH+H to explore the importance of the atomic quantum states on chemical kinetics and reaction dynamics

Using the reactions O+H2 → OH+H to explore the importance of the atomic quantum states on chemical kinetics and reaction dynamics

As results of the direct and indirect nature of these reactions, direct reaction and indirect reactions have different pattern for angular distribution of the reaction products. A direct reaction should produce forward or backward products, while an indirect one with a long-lived complex will dissociates with equal probability in all directions, presenting a forward-backward symmetric distribution. Figure 8 displays representative differential cross sections for the reaction O( 3 P) + H

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The formation of chemistry post-graduate students for teaching in higher education.

The formation of chemistry post-graduate students for teaching in higher education.

Para concluir nossa reflexão referente ao processo de formação profissional do pós-graduando, e em particular à prática docente no ensino superior, apontamos a necessidade de contemplar [r]

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The pedagogical nature of experimental activities: research in a teaching credentials course in chemistry.

The pedagogical nature of experimental activities: research in a teaching credentials course in chemistry.

A partir do que foi descrito, parece-nos que uma característica importante em uma atividade experimental é o exercício de explicitação do conhecimento de cada um dos participantes, seja [r]

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Promoting argumentation in undergraduate chemistry teaching.

Promoting argumentation in undergraduate chemistry teaching.

Em contrapartida, a estrutura dos argumentos pro- duzidos pelos grupos responsáveis pela resolução do Caso das Próteses foi bem mais complexa, apresentando quatro (CDJB) ou cinco compo[r]

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Sulfur cycle and sulfate radiative forcing simulated from a coupled global climate-chemistry model

Sulfur cycle and sulfate radiative forcing simulated from a coupled global climate-chemistry model

simulation A2. Note that areas of high concentrations near or downwind of major an- thropogenic emission hot spots occur in central Europe, eastern United States, eastern China, and Russia. There are also secondary maxima in southern Africa, South Amer- ica and Indonesia due to biomass burning and volcanic eruptions. These patterns are in general agreement with GOME satellite observation reported in Khokhor et al.

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Knowledge on the early Brazilian textbooks for Chemistry teaching.

Knowledge on the early Brazilian textbooks for Chemistry teaching.

Ainda em 1810 aparece no Rio de Janeiro um Syllabus ou com- pêndio das lições de Chymica , do britânico Daniel Gardner, primeiro lente de Química da Academia Militar, e aos poucos cons[r]

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Chemistry in poetry and poetry in chemistry.

Chemistry in poetry and poetry in chemistry.

Outro perigo para os jovens cientistas em se usar poesia já foi identificado por Hoffmann, que temia que “[examinadores] conservadores (...) se esforçando em achar alguma coisa modera[r]

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Fields of study and the earnings gap by race in Brazil

Fields of study and the earnings gap by race in Brazil

The 2000 and 2010 codes for field of study are matched following the description reported in Table A1 (columns (1) and (2)). For many areas of study, mainly for those comprising an important share of the individuals with tertiary education in Brazil, such as medicine and law, the match is clear. As can be seen, there are fields in the 2000 classification system, such as business administration and arts, which refer to many narrower codes in the 2010 system. Also, a few codes in 2000 are not assigned to a code in 2010. This is done in situations where the program in the former system does not have an equivalent one in the latter (geography, physical education), or the match is not considered clear, as are the cases of science programs, other agriculture programs, other social science, and other arts and languages programs.
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Chemistry colaboration networks in Brazil: a coauthorship study in quimica nova articles.

Chemistry colaboration networks in Brazil: a coauthorship study in quimica nova articles.

CHEMISTRY COLABORATION NETWORKS IN BRAZIL: A COAUTHORSHIP STUDY IN QUIMICA NOVA ARTICLES. In this paper we built three co-authorship networks displaying the acquaintances between countries, universities and authors that have published papers in Quimica Nova from 1995 to 2008. Our research was conducted applying a bibliometric approach to 1782 papers and over 4200 authors. Centrality measures were used and the most significant actors of each network were pointed out. The results using the centrality metrics and the network structures indicated that Quimica Nova resembles a typical scientific community.
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Green chemistry - from its birth to its teaching.

Green chemistry - from its birth to its teaching.

A atitude sistémica da QV não é estranha à Química – pelo contrá- rio, esteve na sua origem, já que fez desde sempre parte da Química In- dustrial: esta, tendo como acicate a manufactura de produtos químicos requeridos na esteira da Revolução Industrial, foi desenvolvida como uma tecnologia de produção industrial destes, portanto, naturalmente realizada em sistemas industriais. Por exemplo, ao longo do século XIX, quando a Química era ainda uma ciência empírica, apenas macroscópica, realizada com base na estequiometria das reações (o conhecimento sobre termodinâmica, equilíbrio e cinética, bem como sobre estrutura atómica e ligação química, etc., era vago ou mesmo nulo 48 ), a Indústria Química montou o processo das câmaras de chum-
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Problem-based learning: a teaching toxicology chemistry experience.

Problem-based learning: a teaching toxicology chemistry experience.

chidas da esquerda para a direita (Figura 3). É sempre bom relembrar, no entanto, que embora os estudantes sejam os responsáveis pela resolução do problema apresentado, o professor atua como “professor orientador” do processo, intervindo sempre que necessário para con- duzir a aprendizagem de acordo com os objetivos a serem alcançados. A primeira coluna do quadro foi preenchida depois que foi solici- tado aos aprendizes que dessem “Ideias” para solucionar o problema, estimulando o envolvimento de todos na discussão e aproveitando os conhecimentos já existentes entre os integrantes de cada grupo. Preenchida a primeira coluna, a segunda começou a ser elaborada e a intitulamos de “Fatos” ou, em outras palavras, “o que você sabe sobre pesticidas?” Com base nesta discussão, os estudantes listaram informações que obtiveram através da exposição do problema e a partir dos seus conhecimentos prévios sobre o assunto. Uma vez preenchida esta segunda coluna, foi possível seguir para a terceira coluna, denominada “Questões de Aprendizagem”. Neste espaço, os estudantes tiveram que listar os aspectos que precisavam de maior in- vestigação, elaboração, deinição. Ou seja, nesta coluna foram listados os aspectos que precisavam ser aprofundados para que fosse possível encontrar as soluções para o problema apresentado. Esta coluna é fundamental para o direcionamento das pesquisas e aprendizagens que serão realizadas pelos aprendizes, dando-lhes segurança e norteando suas investigações. A última coluna, intitulada de “Plano de Ação”, foi construída a partir do registro do modus operandi dos aprendizes na busca de como realizar as suas investigações. A Figura 3 foi construída com algumas frases dos estudantes para as três primeiras colunas.
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Study In Some Quality Attribute Of Meat

Study In Some Quality Attribute Of Meat

Cooking Loss Determination: The cooking loss was determined according to (AMSA, 1995). Meat samples were thawed at 5 o C for 24 hr. then cut into samples of equal dimensions and weighed Samples were cooked in plastic bags in a water bath at 80 o C for 90 min., cooled in running tap water for 20 min., then dried from fluids and reweighed. The cooking loss % was also determined by oven. Frozen samples randomly selected were used for determining cooking losses and thawed for 24 hours in 4 o C refrigerator. Two fingers from each treatment were weighed separately and rapped by aluminum foil, then cooked by oven at 160 o C for 25-30min. Samples allowed to cooling at room temperature, then _______________________
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Alkaline battery: a useful device in the teaching of chemistry.

Alkaline battery: a useful device in the teaching of chemistry.

ALKALINE BATTERY: A USEFUL DEVICE IN THE TEACHING OF CHEMISTRY. This paper presents the alkaline battery (MnO 2 /Zn) as a useful device in the teaching of chemistry. The preparation of the battery, the materials used in the preparation of the MnO 2 electrode, the mechanism of energy storage and the parameters often used in the understanding of general batteries are discussed in detail. In addition, a schedule and a questionnaire that can be applied in an experimental class have been developed, which allow the assembly of an alkaline battery, its discharge using a galvanostatic or a load-resistance procedure, and the elaboration of a report based on the main text. This experimental class has been offered in the chemistry course of FFCLRP.
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Research articles as a didatic tool in undergraduate chemistry teaching.

Research articles as a didatic tool in undergraduate chemistry teaching.

Com relação aos principais objetivos almejados com a realização das atividades pautadas na utilização dos artigos científicos, são os seguintes: ensino e aprendizagem de conteúdos espe[r]

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