Chemistry Teacher International

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 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

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 This qualitative study investigates how teachers perceive and design Small-Scale Chemistry driven STEM Learning Activities (SSC-STEM) in their teaching practice. While small-scale chemistry experiments offer numerous advantages for chemistry education, there is limited research on their integration into STEM education frameworks. This study examined teachers’ understanding, perceptions, and lesson design practices when implementing SSC-STEM activities. Fifty teachers from Thailand, Sri Lanka, and the Philippines participated in SSC-STEM training. Data were collected through questionnaires that explored teachers’ perceptions and analyzed their STEM lesson designs. The findings reveal that teachers demonstrate positive perceptions of SSC-STEM, particularly regarding its potential to foster STEM literacy and environmental consciousness. The analysis of lesson designs showed the successful integration of small-scale chemistry experiments with real-world environmental challenges, although teachers faced challenges in certain implementation aspects. High scores in teamwork (4.63) and self-directed learning (4.73) contrasted with lower scores in teaching performance (2.88) and teaching strategies (2.94), indicating areas needing professional development support. This study contributes to the understanding of how small-scale chemistry can be effectively integrated into STEM education while promoting sustainable development practices. These findings provide insights for teacher preparation programs and curriculum development for implementing integrated STEM approaches using small-scale chemistry experiments.

Supawan Tantayanon

Chatree Faikhamta

Tharuesean Prasoplarb

Pongsatorn Panyanukit

Teachers’ perceptions and design of small-scale chemistry driven STEM learning activities

教师对小规模化学驱动STEM学习活动的认知与设计

Abstract The experimental domain is central to chemistry education at undergraduate level. It is important that teachers teaching chemistry at this level are oriented with research informed approaches based on work done in chemistry education research. Currently, academic autonomy is being granted to various state colleges affiliated to university system in India and such an orientation is the need of the time. The chemistry group at HBCSE has been conducting capacity building workshops in the experimental domain for chemistry teachers as part of the National Initiative on Undergraduate Science (chemistry) programme. The primary aims are a) present hands-on experiences of experiments developed using inquiry/investigatory approaches and b) help teachers to reflect on related aspects of pedagogy, assessment and content. Often these experiments are selected from the existing lab manuals for teachers to witness how to adapt and modify experiments from their own lab manuals. This paper discusses examples, structure of workshops and feedback from participating teachers who are receptive to these alternative approaches. Conduct of such workshops in regular college set-ups can help teachers to reflect on the existing teaching-learning practices in conventional laboratories. In our opinion, the entire process is equally important to those individuals involved with similar activities globally.

Indrani Das Sen

Savita Ladage

Engaging chemistry teachers with inquiry/investigatory based experimental modules for undergraduate chemistry laboratory education

吸引化学教师参与探究/调查性实验模块，用于本科化学实验室教育

短名
Journal Impact	2.21
国际分区	EDUCATION, SCIENTIFIC DISCIPLINES(Q2)

ISSN	2569-3263
h-index	10

涉及主题	chemistryeducationteachingchemistry educationchemistry teachers
出版信息	出版商: Walter de Gruyter GmbH，出版周期: ，期刊类型: journal，开源期刊: 是
基本数据	创刊年份: 2019，原创研究文献占比: ，自引率:， Gold OA占比: 95.92
期刊费用	$详情
平均审稿周期	12 weeks

Chemistry Teacher International

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

Ethics within chemistry education: options, challenges and perspectives

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

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

Teachers’ perceptions and design of small-scale chemistry driven STEM learning activities

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

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

Engaging chemistry teachers with inquiry/investigatory based experimental modules for undergraduate chemistry laboratory education