Conceptual versus algorithmic learning in high school chemistry: the case of basic quantum chemical concepts. Part 1. Statistical analysis of a quantitative study

2008 ◽  
Vol 9 (4) ◽  
pp. 323-331 ◽  
Author(s):  
Georgios Papaphotis ◽  
Georgios Tsaparlis
Keyword(s):  
High School ◽  
Statistical Analysis ◽  
Quantitative Study ◽  
Quantum Chemical ◽  
High School Chemistry ◽  
Chemical Concepts ◽  
Algorithmic Learning

Finding the connections between a high-school chemistry curriculum and nano-scale science and technology

2017 ◽  
Vol 18 (4) ◽  
pp. 903-922 ◽  
Author(s):  
Ron Blonder ◽  
Sohair Sakhnini
Keyword(s):  
High School ◽  
Science And Technology ◽  
School Curriculum ◽  
School Level ◽  
Chemistry Curriculum ◽  
High School Chemistry ◽  
High School Level ◽  
Nano Scale ◽  
Chemistry Research ◽  
Chemical Concepts

The high-school chemistry curriculum is loaded with many important chemical concepts that are taught at the high-school level and it is therefore very difficult to add modern contents to the existing curriculum. However, many studies have underscored the importance of integrating modern chemistry contents such as nanotechnology into a high-school curriculum. When students are exposed to nanotechnology, they perceive chemistry as more relevant to their life, and more modern than the chemistry they usually study at school, and consequently, their continuous motivation to study chemistry and related subjects increases. In the current study we identified topics in the high-school chemistry curriculum in Israel into which the essential nano-scale science and technology (NST) concepts can be integrated. Insertion points for all 8 NST essential concepts were found. We discuss the importance of ways in which chemistry educators can implement the results for updating the chemistry curriculum, thus making it more modern and relevant to the actual chemistry research that is conducted.

High School Chemistry Self-Efficacy Scale

2009 ◽  
Author(s):  
Yeşim Çapa Aydın ◽  
Esen Uzuntiryaki
Keyword(s):  
High School ◽  
Self Efficacy ◽  
High School Chemistry

Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”

2021 ◽  
Author(s):  
Adam G. L. Schafer ◽  
Victoria M. Borland ◽  
Ellen J. Yezierski
Keyword(s):  
High School ◽  
Best Practices ◽  
Formative Assessments ◽  
Learning Goals ◽  
Specific Method ◽  
High School Chemistry ◽  
Chemistry Teachers ◽  
Assessment Design ◽  
Teachers Beliefs ◽  
Representational Level

Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to require well-articulated tasks but lack either alignment regarding representational level or employ only one representational level for nearly all assessment items. Implications for the development of a chemistry-specific method for evaluating alignment are presented as well as implications for high school chemistry assessment design.

scholarly journals High School Chemistry

2006 ◽  
Vol 83 (11) ◽  
pp. 1575
Author(s):  
John W. Moore
Keyword(s):  
High School ◽  
High School Chemistry
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