Improving the Teaching/Learning Process in General Chemistry: Report on the 1997 Stony Brook General Chemistry Teaching Workshop

1998 ◽  
Vol 75 (2) ◽  
pp. 143 ◽  
Author(s):  
David M. Hanson ◽  
Troy Wolfskill
Keyword(s):  
General Chemistry ◽  
Learning Process ◽  
Chemistry Teaching ◽  
Teaching Learning

scholarly journals CARACTERIZACIÓN DE LA EVALUACIÓN EN EL PROCESO ENSEÑANZA-APRENDIZAJE EN LOS CURSOS DE QUÍMICA GENERAL DE LA EDUCACIÓN SUPERIOR. UNA APROXIMACION DESDE LA PERSPECTIVA DEL PROFESOR

2000 ◽  
Author(s):  
Luz Marina Cabrera Morillo ◽  
Cheyron Eloína Castellanos Sánchez
Keyword(s):  
General Chemistry ◽  
Learning Process ◽  
Educación Superior ◽  
Educacion Superior ◽  
Teaching Learning

ln order to have a transformation at the Teaching-Learning process in ColombianUniversity Education, is necessary to change the conceptions about the process, theteacher and student actions in the classrooms, and the evaluations forms forapplication. Actually is developing a investigation to know the qualities of the studentsevaluation in a General Chemistry courses in Colombian Universities, developed byeducational researchers at Universidad de Ciencias Aplicadas y Ambientales -U.D.C.A.-

scholarly journals QUIZ MOLECULAR: APLICATIVO LÚDICO DIDÁTICO PARA O ENSINO DE QUÍMICA ORGÂNICA

2020 ◽  
Vol 5 (1) ◽  
pp. 172-192
Author(s):  
Ezequiel Santos Silva ◽  
Luiz Fernando Batista Loja ◽  
Diego Arantes Teixeira Pires
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
Mobile Devices ◽  
Learning Process ◽  
Educational Software ◽  
Good Alternative ◽  
Educational Technologies ◽  
Chemistry Teaching ◽  
The Third ◽  
Teaching Learning

Resumo: Atualmente, existe uma preocupação em relação ao processo de ensino-aprendizagem de alguns conceitos científicos, como os conceitos iniciais de Química Orgânica, vistos no terceiro ano do Ensino Médio. Uma das alternativas para solucionar esse problema tem sido construir e apontar materiais didáticos para incrementar a metodologia das aulas ministradas pelos professores de Ciências. Alguns desses materiais, que podem contribuir com o êxito no processo de ensino-aprendizagem são os softwares lúdicos educacionais. Neste trabalho, apresentamos um aplicativo didático que foi desenvolvido, denominado Quiz Molecular, para dispositivos móveis, abordando o conteúdo de funções orgânicas. Além disso, relatou-se a aplicação, avaliação e validação do jogo com alunos de uma escola estadual de Ensino Médio e licenciandos em Química de uma instituição federal de ensino, utilizando-se questionários com perguntas objetivas e discursivas, em uma pesquisa qualitativa. Notou-se que o jogo proposto agradou aos alunos de Ensino Médio e aos futuros professores, demonstrando que pode ser uma boa alternativa para dinamizar as aulas de Química Orgânica.Palavras-chave: Tecnologias no Ensino; Ensino de Química; Química Orgânica. Abstract: Currently, there is a concern about the teaching-learning process of some scientific concepts, such as the initial concepts of Organic Chemistry, seen in the third year of high school. One of the alternatives to solve this problem has been to build and to point teaching materials to increase the methodology of the classes. Some of these materials, which can contribute to the success of the teaching-learning process, are educational software. In this work, an educational app for mobile devices was developed, named Molecular Quiz, and it addressed the content of organic functions.  It is also reported its application and validation with high school and graduation students. For theses analysis, it was used questionnaires with objective and discursive questions. It was noted that the proposed game pleased students and future teachers, demonstrating that it can be a good alternative to dynamize Organic Chemistry classes. In addition, the app has been validated as an educational game.Keywords: Educational Technologies; Chemistry teaching; Organic chemistry.

scholarly journals Abordagem química da experiência “quase uma lâmpada de lava”: a consolidação do processo de ensino-aprendizagem em uma feira de ciências

ForScience ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e00817
Author(s):  
Priscila Ferreira de Sales ◽  
Pedro Augusto Pereira Gomes ◽  
Laíne de Cássia Teixeira ◽  
Dânica Monique Alves Mendes ◽  
Geovanna Vieira de Moura
Keyword(s):  
Learning Process ◽  
Minas Gerais ◽  
Pedagogical Practice ◽  
Science Fair ◽  
Chemistry Teaching ◽  
Federal Institute ◽  
National Science ◽  
Chemical Concepts ◽  
Teaching Learning ◽  
Chemistry Experiment

Este trabalho apresenta um relato de experiência que contemplou o processo de ensino-aprendizagem de conceitos relacionados à miscibilidade de substâncias, densidade, definições de reações químicas e suas evidências, os quais são abordados nas disciplinas de Química e de Ciências. A metodologia adotada consistiu em apresentar uma experiência intitulada “Quase uma lâmpada de lava”, que envolveu a exposição e explicação do trabalho pelos estudantes do segundo período do curso de Engenharia de Produção, orientados por uma docente da disciplina de Química. A mostra foi trabalhada na VIII Feira de Ciências do Instituto Federal de Minas Gerais – Campus Bambuí, como parte integrante da Semana Nacional de Ciência e Tecnologia. A avaliação foi realizada por meio da observação do comportamento e relatos da equipe envolvida na organização e execução da experiência, bem como pela manifestação escrita e voluntária dos visitantes da Feira de Ciências, os quais descreveram opiniões acerca do conteúdo abordado e da metodologia aplicada. Os resultados revelaram que a experiência utilizada proporcionou maior facilidade para a compreensão dos assuntos trabalhados, sendo também considerada como satisfatória por grande parte dos participantes. Tais resultados permitem inferir que a experiência “Quase uma lâmpada de lava” pode ser considerada uma ferramenta adequada na prática pedagógica de conceitos químicos cotidianos, já que envolve a consolidação do processo de ensino-aprendizagem em espaços não formais. Palavras-chave: Feira de Ciências. Química. Ensino-aprendizagem.   The chemical approach of the experiment “almost a lava lamp”: the consolidation of the teaching-learning process in a science fair Abstract This work presents a chemistry experiment report that contemplated the teaching-learning process of chemical concepts related to the miscibility of substances, density, definitions of chemical reactions and their evidence, which are approached in the disciplines of Chemistry and Science. The methodology adopted consisted of presenting an experience entitled “Almost a lava lamp” that involved the exposition and explanation of the work by the students of an upper course, being guided by a professor of the discipline of Chemistry. The exhibition was worked at the VIII Science Fair of the Federal Institute of Minas Gerais- Bambuí, as an integral part of National Science and Technology Week. The evaluation was carried out by observation the behavior and reports of the team involved in the organization and execution of the experiment, as well as the written and voluntary manifestation of the visitors of the Science Fair, who described opinions about the content addressed and the applied methodology. The results showed that the experience used provided a greater easiness for the undestanding of the subjects studied and being considered satisfactory by most participants. These results allow to infer that the experience “Almost a lava lamp” can be considered a suitable tool efficient in the pedagogical practice of interdisciplinary chemical concepts, since it involves the consolidation of the teaching-learning process in non-formal teaching spaces. Keywords: Science fair. Chemistry. Teaching-learning.

scholarly journals Diseño e implementación de una aplicación móvil de realidad aumentada, para la enseñanza de química general en ingeniería

2021 ◽  
Vol 2 (4) ◽  
pp. 6246-6258
Author(s):  
Andrea de las Mercedes Arias Padilla ◽  
Tania Gloria Tapia Opazo ◽  
Natacha Alejandra Pino Acuña ◽  
Juan José Gutiérrez Álvarez
Keyword(s):  
Augmented Reality ◽  
Learning Process ◽  
New Technologies ◽  
Second Phase ◽  
Acid Base Balance ◽  
Chemistry Teaching ◽  
Nuevas Tecnologías ◽  
Base Balance ◽  
The Subject ◽  
Teaching Learning

La química es una ciencia básica que incluye conceptos abstractos, fenómenos y objetos que no pueden verse a simple vista, lo que dificulta un aprendizaje significativo y homogéneo en los estudiantes, además de obstaculizar la motivación en el proceso de aprendizaje de esta ciencia. Por lo anterior, este trabajo propone como objetivo general el diseño e implementación de una aplicación móvil con tecnología de Realidad Aumentada (RA) para utilizar como apoyo en el proceso de enseñanza-aprendizaje de la Química General en carreras de ingeniería de la Universidad de La Frontera, y que nos permita determinar el grado de motivación que genera en los estudiantes. La propuesta, tiene como primera etapa el diseño de la aplicación móvil con uso de RA en la temática de Equilibrio ácido-base, utilizando el motor de videojuegos multiplataforma Unity y el SDK de Vuforia, y una segunda etapa de prueba de la implementación a estudiantes de primer año de Ingeniería, donde además se aplicó una encuesta de percepción. En esta última, los estudiantes manifestaron una gran aceptación de la aplicación, además de señalar que la incorporación de nuevas tecnologías en la enseñanza de la química permite una mayor motivación e interés en la clase.   Chemistry is a basic science that includes abstract concepts, phenomena and objects that can not be seen with the naked eye. That  makes more difficult for the students to obtain a meaningful and homogeneous learning, and makes more difficult to get motivation in the Chemistry learning process. That is why the general objective of this work is the design and implementation of an application using augmented reality  in order to use the application as a complementary material in the Chemistry teaching-learning  process, in the subject General Chemistry for engineering careers in Universidad de la Frontera, and to determinate how motivated the students can be after using this application. The first phase in this process is the designing of the application using augmented reality with the subject acid-base balance, using the videogames multiplatform motor Unity and the Vuforia´s SDK. The second phase was  testing the application on first year engineer students in Universidad de la Frontera, it was also added a poll to have an opinion of them. They were satisfied with the application and declared that the use of new technologies increases the motivation for the subject.  

Using Chemistry Teaching Aids Based Local Wisdom as an Alternative Media for Chemistry Teaching and Learning

2017 ◽  
Vol 6 (4) ◽  
pp. 295 ◽  
Author(s):  
Erfan Priyambodo ◽  
Safira Wulaningrum
Keyword(s):  
High School ◽  
High School Students ◽  
Everyday Life ◽  
Learning Process ◽  
Teaching And Learning ◽  
Chemistry Teaching ◽  
School Students ◽  
Teaching Aids ◽  
Teaching Learning ◽  
Senior High School Students

<p>Students have difficulties in relating the chemistry phenomena they learned and the life around them. It is necessary to have teaching aids which can help them to relate between chemistry with the phenomena occurred in everyday life, which is chemistry’s teaching aids based on local wisdom. There are 3 teaching aids which used in chemistry teaching and learning, i.e. clay molymod, electrolyte tester, electroplating tool. The chemistry teaching aids was reviewed by media experts, material experts, and also reviewers. The reviewers’ assessment showed that all of the teaching aids have a very good quality. Based on the response from Senior High School’ students, they all agree that the teaching learning process using the teaching aids could improve their learning motivations.</p>

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education&nbsp;has stimulated a reflection on the educational value of body and movement&nbsp;within teaching-learning process in order to break down all barriers to learning&nbsp;and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing&nbsp;individualized and personalized learning paths that take into account the&nbsp;specific needs and characteristics of students thus contributing to their global&nbsp;and harmonious development.

MENGANALISA SIKAP SEBAGAI UPAYA UNTUK MENGIDENTIFIKASI KEBERHASILAN MAHASISWA IPDN

2019 ◽  
Vol 4 (2) ◽  
pp. 25-37
Author(s):  
Aam Alamsyah
Keyword(s):  
Learning Process ◽  
Potential Success ◽  
Increasing Demand ◽  
Teaching Learning ◽  
Objective Description

This article highlights attitudinal analysis which can be used to predict the students’ accomplishment in their study. Analyzing the learners’ attitudes can possibly improve the validity of evaluation which is generally conducted by both lecturers and administrators either during the recruitment or in the teaching/learning process. Besides, this attempt can also be used to predict the students’ potential accomplishment when learning in IPDN. Attitude, which is commonly defined as a behavioral tendency to act in certain patterns, is very important to be analyzed in order to allow the lecturers to have more objective description of the students’ behavior and their potential accomplishment. If this thoroughly applied, attitudinal analysis will not only allow the lecturers and other related staffs to evaluate the good quality candidates, but also allow them to assess the students’ potential success. In line with the continuously increasing demand of the society toward the officials who have more integrity, analyzing attitudes can help select those having good quality, more integrity, and being more prepared in serving the society.

Implementing Life Skill Education Strategies In Teaching Learning Process

2011 ◽  
Vol 1 (5) ◽  
pp. 57-59
Author(s):  
R. Kalaiselvi R. Kalaiselvi ◽  
◽  
Dr. A. Palanisamy Dr. A. Palanisamy ◽  
Dr. A R. Saravanakumar Dr. A R. Saravanakumar
Keyword(s):  
Learning Process ◽  
Life Skill ◽  
Teaching Learning
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