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.
4. Barnea, N. Em Teaching and learning about chemistryand modeling with a computer-managed modeling system; Gilbert, J. K.; Boulter, C., eds.; Kluwer: Dordrecht, 2000; Greca, I. M. Em Algumas metodologias para o estudo de modelos; Santos, F.; Greca, I. M., eds.; Unijuí: Ijuí, 2007; Gilbert, J. K. Em Visualization: a metacognitive skill in science and science education; Gilbert, J. K., ed.; Springer: Dordrecht, 2007; Rapp, D. N. Em Mental models: theorical issues for visualizations in science education; Gilbert, J. K., ed.; Springer: Dordrecht, 2007; Rapp, D.; Kurby, C. Em The ‘ins’ and ‘outs’ of learning: internal representa- tions and external visualizations; Gilbert, J. K; Reiner, M.; Nakhleh, M., eds.; Springer: New York, 2008; Reiner, M. Em The nature and development of visualization: a review of what is known; Gilbert, J. K; Reiner, M.; Nakhleh, M., eds.; Springer: New York, 2008.
Leaves and twigs of L. glutinosa (Lour.) C. B. Rob. were collected in Xishuangbanna in Yunnan Province (People’s Republic of China) in May 2003, and identified by Professor Yu Chen of Kunming Institute of Botany. A voucher specimen is deposited in the Key Laboratory of Medicinal Chemistry for Natural Resource (Ministry of Education, School of Chemical Science and Technology, Yunnan University).
Secondly, the social context of schooling when these projects were launched had changed by the time their ideas and materials were ready to be put into practice. In the early 1960s in most countries chemistry in school was only studied by an elite group of students in the upper secondary school. Already by the 1970s, this elitist nature of upper secondary school was beginning to change, andchemistry needed to attract and make sense to a wider and more diverse cross- section of students. In the 1980s, the demography of secondary school science changed again as more female students and other, hitherto under-represented social groups, began to seek full secondary education. In this period in several countries new subjects appeared in the school curriculum, and some of these like Computer Studies, began to compete vigorously with chemistry for the students’ interests. Finally, the teaching and learning of a subject like chemistry turns out to be more complex than the enthusiasms of the 1960s had imagined. Chemical education needed a more substantial research base of its own, on which to base innovations and the preparation of its teachers at each of its levels in the education system.
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 EducationChemistry 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.
GUIDELINES FOR TRAINING TEACHERS OF BASIC EDUCATION WITH CHEMISTRY TEACHER EDUCATION INTERFACES: EDUCATION POSSIBLITIES IN CONTEXT. We developed and applied an educational instrument (ID) to discuss, in the discipline of Supervised Pre Service Teachers Practice 1, guidelines for teacher education to redefine teacher knowledge with a specific focus on chemistry teachers. The study used methodological fundamentals of Discursive Textual Analysis that involves identifying and isolating a set of materials subjected to analysis, categorizing these statements and producing texts, integrating these descriptions and interpretations, basing its construction on the category system built. Data were collected through participant observation and text readings used by the students in performing the activity. It was noted that the chemistry teachers trained were able to express opinions that indicated the Construction of Meanings Interface that was the category of analysis established a priori.
RESEARCH IN CHEMICAL EDUCATION AS A STRATEGIC AREA FOR THE DEVELOPMENT OF CHEMISTRY. This paper presents an overview of the development of chemical education as a research area and some of its contributions to society. Although science education is a relatively recent area of research, it went through an expressive development in the last decades. As in the whole world, in Brazil also such development is attested by the expressive number of scientific societies, specialized journals, and meetings with growing attendance in the areas of science education in general and chemical education in particular. Following are the main contributions of research in science education related to chemistry teaching: adoption of teaching–learning principles in chemistryeducation; contextualization of chemical knowledge; interdisciplinary approach to chemistry teaching; use of the history of science for the definition of contents and for the design of curricula and teaching tools; development of specific disciplines for the initial and in-service training of chemistry teachers; publication of innovative chemistry textbooks by university-based research groups; elaboration of official guidelines for high-school level; and evaluation of chemistry textbooks to be distributed to high-school students by the Brazilian government. In spite of a positive impact of such initiatives, science education in Brazil still faces many problems, as indicated by poor results in international evaluations (such as the Program for International Student Assessment). However, changes in such a scenario depend less on the research in chemical education than on the much-needed governmental initiatives aiming at the improvement of both attractiveness of teaching career and structural conditions of public schools. In conclusion, new government investments in education are necessary for continuing the development of chemistry; moreover, scientific societies and decision makers in educational policies should take into consideration the contributions originated from the chemical education research area.
COLLEGE-LEVEL CHEMISTRYEDUCATION: REFLECTIONS BASED ON CORE ORGANIC CHEMISTRY CONCEPTS. We live in a context in which knowledge develops continuously and rapidly. This generates a social dynamics that demands constant adaptation from those living in society and also from educational institutions. Education for this new society needs to be rethought. Universities, anchored in tradition, still use a transmission/reception model of education. A data-collecting instrument applied to undergraduate chemistry students at the end of the course in organic chemistry investigated some concepts essential to the education of a chemist, such as interatomic and intermolecular interactions and Lewis structure. We observed that students have difficulty dealing with these concepts, and we believe that this is related to the type of class they had/have and to the way the concepts are presented in the college textbooks.
ENVIRONMENTAL EDUCATION IN CHEMISTRY TEACHER TRAINING: A DIAGNOSTIC STUDY AND SOCIAL REPRESENTATIONS. This study aimed to investigate environmental education (EE) in the initial training of teachers of chemistry. The data were based on documentary analysis of the political pedagogical project of the Chemical Education course, the syllabus of school subjects, questionnaires and interviews with students. The resulting diagnosis explicitly shows little evidence of concern over inclusion of EE in teacher training. Beginner students showed representations centered on recycling and awareness. More advanced students had representations on sustainability and awareness, while the graduating students showed representations centered on pollution and awareness. In general, the representations involved awareness for environmental preservation.
presentations and young scientists’ workshops under 12 major topics, including over 100 symposia. The twelve major topics are: Analytical & Food Chemistry (AC), ChemistryEducation (CE), Chemistry for Industry Innovation (CI), Chemical Synthesis (CS), Energy, Water and Environmental Sciences (EE), Green Chemistryand Biotechnology (GB), Inorganic and Structural Chemistry (IC), Macromolecules and Materials (MM), Medicinal Chemistryand Chemical Biology (MB), Nano Science and Technology (NT), Natural Products and Biodiversity (NB), and Physical, Biophysical and Computational Chemistry (PC).
Relection upon our experiences and indings tends to lead us assume that ESD practices will eventually be implemented in German chemistry teach- ing if the prospective teachers are allowed to learn about respective pedagogies. We can, however, assume that the current implementation rate is still low, be- cause learning about ESD in connection to chemistry teaching is not yet a focus of chemistry teacher training in Germany. Unfortunately, hard evidence on the current state of concepts believed in and/or practiced by teachers in German chemistry classrooms is not yet available. Research in this ield is still needed; one such study is under way. However, the fact that almost none of the stu- dent teachers brought any developed concept of sustainability in connection to chemistry topics from the school to the university is sobering. his would seem to indicate that such issues are not prominent topics in current chemistry class- rooms in German secondary schools. his also means that pre-service chem- istry teacher training programs must also be supported by training in the area of in-service chemistry teacher training with respect to sustainability and ESD. Single parts of the course module described above are currently being used for this purpose, e.g. in-service chemistry teacher training workshops about the WebQuest on Green Chemistryand the lesson plan on evaluating plastics. Perhaps these can contribute further to reducing deicits in in-service teachers’ general knowledge about sustainability concepts and ESD in the same fashion as they did for pre-service teachers in this case study.
in winter. Similar to TM3 and TOMCAT the CTM2 model tends to overestimate ozone in the upper troposphere, pos- sibly also due to too strong downward mixing. The ver- tical model resolution appears not to be the dominant fac- tor in determining the ozone levels in the UT/LS region. The LMDz-INCA and TM3 models, for instance, have the same vertical resolution but they show quite a different be- havior with respect to ozone. The results for TOMCAT, on the other hand, are similar to TM3 despite its substantially higher resolution (see Table 1). The CO data reveal simi- lar problems. In all models the slope in the CO-CO corre- lation is too low meaning that the models tend to underes- timate CO when the observed concentrations are high and vice versa. Only the CTM2-Gauss model agrees well with the observed trend but the results are limited to the POLI- NAT/SONEX data set which covers only a relatively small range of CO concentrations. Particularly at very low concen- trations (<50 ppbv) observed in the lowermost stratosphere the models quite strongly overestimate CO. Thus, the mod- els tend not only to mix down too much ozone from the LS into the UT, but also too much tropospheric pollutants in the opposite direction. It remains inconclusive to what extent