Chemistry Teacher International

Abstract This study introduces the Kitchen Chemistry (KC) course and its influences on chemistry education as a whole. KC is considered to be a life-relevant learning environment that engages learners in science through the pursuit of personally relevant and meaningful goals. KC, as a form of interdisciplinary learning, aims to develop boundary-crossing skills and to support the development of pupils’ scientific thinking. The purpose of this research was to determine how KC as a context-based teaching approach applies to chemistry education and what it offers to chemistry teaching and teacher education. We found that KC gave lower secondary school pupils the opportunity to understand the chemical phenomena in a familiar context. Teachers of visiting groups saw that integration is the challenge: pupils often see the subjects of chemistry and home economics as separate entities. The chemistry education students highlighted real-world connections to chemistry concepts and contexts. They also found KC to be an interesting form of teaching chemistry. According to the KC course teachers, the students were motivated and excited, and provided positive feedback on the course. These findings suggest that teachers and teacher education students need to be guided in actively using integration.

Piia Nuora

Jouni Välisaari

Kitchen chemistry course for chemistry education students: influences on chemistry teaching and teacher education – a multiple case study

Abstract Hebei University of Science and Technology (HEBUST) actively carries out chemical ethics education practices and incorporates chemical ethics modules into the curriculum, aiming to improve students’ morality, responsibility, knowledge and skills. In the teaching of basic courses, relevant content of chemical ethics is introduced to guide students to think about the ethics of chemical. At the same time, the university has built a diversified practical platform and organized students to participate in laboratory research projects. HEBUST invites enterprise engineers to give lectures and carry out “practical month” activities. The design homework of senior students also incorporates ethical considerations to cultivate students’ ability to practice ethical principles in actual engineering. In addition, the school also invited retired experts from the Organisation for the Prohibition of Chemical Weapons (OPCW) to give lectures. The relevant majors have passed the Washington Accord certification and the certification of the China Engineering Education Professional Certification Association. External supervision has promoted the continuous deepening of the reform of chemical ethics education. Therefore, HEBUST has provided an effective example for cultivating chemically and engineering-talented people with social responsibility and also provided a reference for other colleges and universities to carry out chemical ethics education.

Xinwei Liu

Tong Wu

Yujuan Sun

Limin Gu

Jingjing Wen

Shaohui Liu

Kun Yang

Fengxia Sun

Chemical ethics practices in HEBUST of China

中国河北科技大学化学伦理实践

Abstract Research on preservice science teacher’s reasoning is comparatively new in a larger field of research on reasoning. This study examines model-based reasoning among preservice science teachers to make recommendations on how reasoning can be fostered within chemistry teacher education. It coalesces over 20 years of a program of research in this area. Firstly, several empirical studies on undergraduate students and their reasoning are examined. Future chemistry teachers are drawn from this pool of undergraduate students. Secondly, empirical studies in preservice teacher education are examined to highlight reasoning among preservice chemistry teachers. Thirdly, recommendations are put forward for future research on the development of scientific reasoning among chemistry teachers as an important facet of chemistry teacher education.

Samia Khan

Reasoning in chemistry teacher education

化学教师教育中的推理

Abstract Augmented Reality (AR) is increasingly finding its way in chemistry education, and it is becoming an important teaching tool to help students understand complex chemical phenomena. Forty-six papers from two databases published between 2018 and 2023 on the implementation of AR in chemistry education with empirical quantitative research design, were analysed. The results show that learning effectiveness is the main objective of AR studies. Technology acceptance questionnaires and achievement tests were the most popular data collection instruments. AR was recognised as a useful and easy to use tool that helps students to improve their learning. However, no study has yet been conducted on effectiveness of AR on students’ understanding of the chemical triplet. Also, some challenges were identified related to technical issues with the AR app and teachers’ resistance to using this technology. Further research is needed to test this technology in different learning settings and with different types of learners.

Luka Ribič

Iztok Devetak

Augmented reality in developing students’ understanding of chemistry triplet: a systematic literature review

增强现实技术在培养学生化学三重理解中的应用：一项系统性文献综述

Abstract Ethics considerations are necessary in all human activities. They are particularly important for activities that impact on human wellbeing and society. Chemistry has paramount impacts because of the extensive presence of chemistry-based items in everyday life and their eventual impacts on the environment, which, in turn, affect human beings because humans live in the environment and depend on it. Therefore, it is important to include ethics considerations in chemistry education at all levels and – to a larger extent – in the preparation of chemistry specialists. The present work analyses the main challenges associated with the incorporation of ethics into chemistry courses, and outlines possible promising approaches. When considering chemicals, the major ethical-type terms could be the benefits from their use and the possible harms to human beings or the environment: therefore, the “doing good” ethical concept can be associated with maximising the former and minimising the latter. The ways in which benefits or harms occur can be analysed in terms of the nature of selected chemicals, their usage modes, the routes through which they may enter the environment, and the undesirable effects they may cause through inappropriate usage or through their presence in the environment.

Liliana Mammino

Ethics within chemistry education: options, challenges and perspectives

化学教育中的伦理：选择、挑战与展望

Abstract We present an experimental activity designed for upper secondary students, where a pH scale is constructed taking advantage of the ability of a pH indicator to display different colors according to the pH of the medium. To build the scale, two solutions are prepared: 1 M HCl (pH = 0) and 1 M NaOH (pH = 14). Each original solution undergoes six consecutive 1/10 dilutions, producing acidic solutions with pH values of 1, 2, 3, 4, 5, and 6; and basic solutions with pH values of 13, 12, 11, 10, 9, and 8. Pure water (nominal pH = 7) serves as the reference. Upon adding the indicator, a beautiful rainbow of colors appears in the solution containers. To connect the experimental results with its mathematical representation, a written exercise is provided for students. This activity allows them to visually understand that, even though the change in pH is only one unit, the change in H + concentration is 10 times greater or smaller. Thus, pH is an exponential function, best expressed in logarithmic terms.

Martha Elena Ibargüengoitia

pH scale. An experimental approach to the math behind the pH chemistry

pH标度：pH化学背后的数学实验方法

Abstract The chemical bond is the biggest paradigm in chemistry. But at the same time it is notoriously complex to define it. Under the assumption that knowing what we do not know makes better students and lecturers, we succinctly describe three approaches to define the bond (energetic, structural, and orbital), their advantages and especially their failures. We propose that these definitions, including their theoretical, practical and even philosophical issues, should be taught to advanced undergraduate chemistry students as an essential introduction to the chemical bond module of quantum chemistry courses. This is a controversial topic due to the lack of consensus in the chemical bond community over this heavily disputed topic and the conflicting pedagogical approach; however, and maybe because of this controversy, the teaching of the definitions of the chemical bond including their open questions and challenges can be positively instructive. Moreover, we propose that teaching the uncertainties of chemistry, especially in relation to the paradigmatic chemical bond, is an ethical matter.

Sebastian Kozuch

Do we know the chemical bond? A case for the ethical teaching of undefined paradigms

我们了解化学键吗？未定义范式的伦理教学案例

Abbreviation
Journal Impact	2.21
Quartiles(Global)	EDUCATION, SCIENTIFIC DISCIPLINES(Q2)

ISSN	2569-3263
h-index	10

Publication Information	Publisher: Walter de Gruyter GmbH，Publishing cycle: ，Journal Type: journal，Open Access Journals: Yes
Basic data	Year of publication: 2019，Proportion of original research papers: ，Self Citation Rate:， Gold OA Rate: 95.92
Journal Fees	$Details
Average review cycle	12 weeks

Chemistry Teacher International

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Kitchen chemistry course for chemistry education students: influences on chemistry teaching and teacher education – a multiple case study

Chemical ethics practices in HEBUST of China

Reasoning in chemistry teacher education

Augmented reality in developing students’ understanding of chemistry triplet: a systematic literature review

Ethics within chemistry education: options, challenges and perspectives

Reasoning in chemistry teacher education

Chemical ethics practices in HEBUST of China

pH scale. An experimental approach to the math behind the pH chemistry

Do we know the chemical bond? A case for the ethical teaching of undefined paradigms

Ethics within chemistry education: options, challenges and perspectives