Chemistry under Your Skin? Experiments with Tattoo Inks for Secondary School Chemistry Students

2014 ◽  
Vol 92 (1) ◽  
pp. 129-134 ◽  
Author(s):  
Marc Stuckey ◽  
Ingo Eilks
Keyword(s):  
Secondary School ◽  
Chemistry Students ◽  
Tattoo Inks

scholarly journals The Effect of Integrative Pedagogy on Academic Achievements of Chemistry Students

2021 ◽  
Vol 2 (1) ◽  
pp. 275-279
Author(s):  
Dr. Khisro Kaleem Raza ◽  
Dr. Niaz Muhammad Aajiz ◽  
Dr. Alam Zeb
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Total Sample ◽  
School Students ◽  
Chemistry Students ◽  
Group Design ◽  
Academic Achievements ◽  
The Subject ◽  
Subject Performance ◽  
Integrative Pedagogy

The study in hand aimed to determine the effects of integrative pedagogy over the academic performance of secondary school students in the subject of Chemistry. The study was conducted in an experimental framework following the Solomon Four Group Design. A total sample of 120 students of 10th class was randomly taken from 4 private sector Secondary Schools of Khyber Pakhtunkhwa, Pakistan. The sample was divided into 4 groups, each having 30 students. Giving a randomized treatment to the groups, two groups were taken as experimental while two were taken as controlled. One experimental and one controlled group were pre-tested for Chemistry subject performance through objective achievement tests, while others were not pre-tested. Both experimental groups were taught through integrative pedagogy while the controlled groups were taught through the traditional method for three months. After regular monthly post-testing, the triplicate data revealed an 11-point average increase in the academic performance of chemistry students in both the experimental groups in comparison to the controlled groups.

scholarly journals Enhancing Science Process Skills Acquisition in Chemistry among Secondary School Students through Context-Based Learning

2021 ◽  
Vol 32 (4) ◽  
pp. 323-330
Author(s):  
Ngozi Okafor ◽  
Keyword(s):  
Secondary School ◽  
Process Skills ◽  
Skills Acquisition ◽  
School Students ◽  
Science Process Skills ◽  
Integrated Science ◽  
Chemistry Students ◽  
Quasi Experimental ◽  
Controlling Variables ◽  
And Gender

The study examined the effect of Context Based Learning (CBL) and gender influence on chemistry students’ acquisition of Integrated Science Process Skills (ISPS). Two research questions guided the study. This study used a quasi-experimental research design with a sample of 192 participants who had an average age of 15. Three instruments were used in data collection. Data were analyzed using mean and standard deviation. The results showed that Context Based Learning (CBL) had more effect on students’ Integrated Science Process Skills (ISPS) in chemistry. Students exposed to CBL pedagogy acquired more Experimental Skill (EXPS) than Analyzing and Interpreting Data Skill (ANIDS) with Identifying and Controlling Variables Skill (ICVS) the least. Also, students exposed to Conventional Strategy (COS) excelled in ANIDS, more so than Identifying and Controlling Variables Skill (ICVS) with Experimental Skill (EXPS) the least acquired. The influence of gender on ISPS was observed in favour of females. The study concluded that gender imbalance exists in all spheres of life, therefore, chemistry teachers should help students in acquiring integrated science skills using the two approaches to enhance male and female students’ knowledge, values, and skills creatively in secondary school chemistry. The study recommends the teaching of students on everyday activities that foster gender balance in Lagos State secondary schools.

Disciplinary literacy instructions on writing scientific explanations: a case study from a chemistry classroom in an all-girls school

2016 ◽  
Vol 17 (3) ◽  
pp. 569-579 ◽  
Author(s):  
Gde Buana Sandila Putra ◽  
Kok-Sing Tang
Keyword(s):  
Secondary School ◽  
Chemical Bonding ◽  
Disciplinary Literacy ◽  
Literacy Skill ◽  
Design Based Research ◽  
Chemistry Students ◽  
Scientific Explanations ◽  
Part Structure ◽  
Girls School

This paper is a case study that reports on findings from a design-based research with the purpose of helping secondary school chemistry students in an all-girls school develop the ability to construct scientific explanations – an important literacy skill in learning science. A series of lessons on the topic of chemical bonding was designed to explicitly teach the three-part structure often found in the genre of scientific explanations and provide opportunities for students to apply the structure. The lesson series was observed and the students' worksheets and test papers were collected and analysed. The analysis of the structure of the students' written scientific explanations was done through genre analysis. Most of the students were found to be able to write well-structured scientific explanations addressing the topic of chemical bonding but only a fraction of them could re-contextualise the explanation structure.

scholarly journals Bonding the World with Chemistry

2018 ◽  
Vol 40 (1) ◽  
pp. 4-9
Author(s):  
Ekasith Somsook
Keyword(s):  
Secondary School ◽  
School Level ◽  
Great Honor ◽  
Chemistry Students ◽  
Secondary School Level ◽  
The World

Abstract The International Chemistry Olympiad (IChO) is an annual competition for the world’s most talented chemistry students at the secondary school level. The goals for IChO are to promote international contacts in chemistry, friendships between young scientists of different nationalities, and the exchange of pedagogical and scientific experience in chemistry. The first Olympiad took place in Prague, Czechoslovakia, in 1968, with delegations from three countries. The number of participating countries has grown ever since. Thailand first participated in the 22nd International Chemistry Olympiad, held in Paris, France, in 1990. Then, in 1999, Thailand received the great honor to host the 31st International Chemistry Olympiad. Held in Bangkok, the 31st IChO welcomed 196 students from 51 countries. In 2017, as part of the celebrations for Professor Dr. Her Royal Highness Princess Chulabhorn Mahidol’s 60th birthday, Thailand hosted the 49th International Chemistry Olympiad welcoming this time nearly 300 students from from 76 countries. The auspicious event was held 6-15 July 2017 at Mahidol University’s Salaya Campus in Nakhon Pathom.

scholarly journals Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Naomi N. C. Samuel ◽  
Ifeoma G. Okonkwo
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Secondary School ◽  
Negative Relationship ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Chemistry Students ◽  
Anambra State ◽  
Teachers And Students ◽  
Academic Locus Of Control

This study examined the relationship between metacognition, locus of control, and academic achievement in secondary school chemistry students in Anambra state, Nigeria. The sample consisted of 135 chemistry students in Awka Education Zone, Anambra state. Descriptive survey research design was adopted, and two instruments—Metacognitive Awareness Inventory (MAI) and Academic Locus of Control Scale—were used as instruments for data collection. Correlation and regression analyses were used to explore the intervention effects of metacognition between locus of control and academic achievements of chemistry students on the hypothesis that metacognition affects locus of control and academic achievement. The result revealed that metacognitive awareness overall, metacognitive knowledge (declarative, procedural, and conditional), and metacognitive regulation (planning, information management, monitoring, debugging, and evaluation) aspects showed a positive relationship with the students’ academic achievement and a negative relationship with locus of control. The study has implication for teachers and students since metacognition can be taught. The students should avail themselves the opportunity to acquire metacognitive skill and strategies, while teachers should themselves train students on the most effective metacognitive skills and strategies for effective increase on academic achievement and locus of control.

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