Pre-service chemistry teachers' competencies in the laboratory: a cross-grade study in solution preparation

2016 ◽  
Vol 17 (1) ◽  
pp. 100-110 ◽  
Author(s):  
F. Ö. Karataş
Keyword(s):  
Chemistry Education ◽  
Teacher Education Program ◽  
Sharp Decrease ◽  
Solution Chemistry ◽  
Chemistry Laboratory ◽  
Chemistry Teacher ◽  
Chemistry Teachers ◽  
Grade Levels ◽  
Solution Preparation ◽  
Safety Rules

One of the prerequisites for chemistry teacher candidates is to demonstrate certain laboratory skills. This article aims to determine and discuss the competencies of pre-service chemistry teachers in a chemistry laboratory context working with solution chemistry content. The participants in this study consisted of a group of pre-service chemistry teachers in the first to fifth years of a chemistry teacher education program. The participants were given individual tasks of preparing solutions of a certain concentration. The tasks included two steps: calculation and application. The participants were also observed in terms of the degree to which they followed the laboratory safety rules. Overall, the pre-service teachers made numerous errors in calculating the correct amounts of a substance and preparing a solution, as well as obeying the safety rules. Interestingly, the participants' laboratory competencies showed a trend along their grade levels; namely, a slight increase and then a sharp decrease in their solution preparation knowledge and skills that could be associated with retention loss or decay over time in the absence of rehearsal and/or ill-encoding. These results may contribute to the discussion on virtual and physical laboratories in chemistry education.

Video-based instruction on safety rules in the chemistry laboratory: its effect on student achievement

2020 ◽  
Vol 21 (3) ◽  
pp. 953-968 ◽  
Author(s):  
Bülent Pekdağ
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Chemistry Education ◽  
Traditional Instruction ◽  
Chemistry Laboratory ◽  
Control Group ◽  
Public High School ◽  
Based Instruction ◽  
Ninth Grade Students ◽  
Safety Rules

This study explores the effect of video-based instruction on the safety rules in the chemistry laboratory on student achievement. The sample for the study comprised 61 ninth grade students enrolled in two different classes at a public high school. The students in the class designated as the experimental group (N = 32) were given video-based instruction on the safety rules required to be applied in the chemistry laboratory, while the other class that was designated as the control group (N = 29) was taught the same topic, but with traditional instruction. The experimental and control groups were randomly selected, and the same teacher instructed both groups. The students in both groups were administered an academic achievement test on safety rules made up of six open-ended questions as a pretest and as a posttest. The collection of the data took 3 weeks. The pretest was administered in the first week, the posttest in the third week. The data were subjected to content analysis, which was performed as qualitative analysis. It was found as a result of the analysis that the students exposed to video-based instruction showed greater improvement in their academic achievement compared to the students given traditional instruction. The results of the study provide helpful information for chemistry teachers and researchers in the field of chemistry education.

scholarly journals Evaluating Chemistry Teachers Within the Context of Teacher Characteristics

2019 ◽  
Vol 7 (11) ◽  
pp. 72
Author(s):  
Mehmet Yüksel
Keyword(s):  
Chemistry Education ◽  
Behavior Pattern ◽  
Teacher Characteristics ◽  
Chemistry Teacher ◽  
Chemistry Teachers ◽  
9Th Grade ◽  
Teaching Role ◽  
Proposed Model ◽  
Decision Making Model ◽  
Different Characteristics

There are several characteristics arising from the role that education and training activities impose on teachers. That teachers have different characteristics stems from the fact that the teaching role has a multi-dimensional behavior pattern. Therefore, teacher characteristics are being researched in various fields of science and various subjects. One of these domains is about the characteristics of chemistry teachers. Teacher characteristics are decisive for both effective education and educational improvement. Therefore, it is important to analyze the characteristics of chemistry teachers within a systematic approach. The aim of this study is to try to propose a multi-criteria model for the analysis of characteristics of chemistry teachers and their evaluation in the context of teacher characteristics. With the multi-criteria decision-making model proposed in the study, a 9th grade chemistry teacher was evaluated in detail and holistically. The proposed model allowed the evaluation of teacher characteristics on the basis of cognitive, affective and psychomotor dimensions. In this study, the level of the roles of each of teacher characteristics in evaluating the effectiveness of chemistry education was also determined. Furthermore, the competence level of the chemistry teacher in this study was determined based on each characteristic.

scholarly journals ANALISIS PELAKSANAAN PRAKTIKUM KIMIA

2019 ◽  
Vol 3 (2) ◽  
pp. 52
Author(s):  
N. K.A. Damayanti ◽  
S. Maryam ◽  
I. W. Subagia
Keyword(s):  
Chemistry Laboratory ◽  
Chemistry Teacher ◽  
Chemistry Teachers ◽  
Learning Time ◽  
Factors Influencing ◽  
Chemistry Learning ◽  
Laboratory Assistant ◽  
Teachers And Students ◽  
Tenth Grade ◽  
Twelfth Grade

ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan dan menjelaskan (1) topik/materi praktikum kimia yang dilaksanakan dalam pembelajaran kimia; (2) pelaksanaan praktikum kimia; dan (3) faktor-faktor yang memengaruhi pelaksanaan praktikum kimia di SMA Negeri 3 Singaraja. Penelitian ini merupakan penelitian kualitatif dengan menggunakan pendekatan fenomenologi. Subjek penelitian ini adalah guru kimia, kepala laboratorium, dan siswa. Teknik pengumpulan data yang digunakan adalah studi dokumen, observasi, dan wawancara. Hasil penelitian ini adalah (1) Topik/materi praktikum kimia yang direncanakan oleh guru kimia di SMA Negeri 3 Singaraja tidak semua dapat dilaksanakan. Pada kelas X dilaksanakan dua topik/materi praktikum kimia dari tiga topik/materi yang direncanakan. Pada kelas XI dilaksanakan lima topik/materi praktikum kimia dari sembilan topik yang direncanakan. Pada kelas XII dilaksanakan satu topik/materi praktikum kimia dari empat topik/materi praktikum kimia yang direncanakan. (2) Pelaksanaan praktikum kimia di SMA Negeri 3 Singaraja dilaksanakan secara berkelompok dan dibimbing oleh guru kimia. (3) Faktor-faktor yang memengaruhi pelaksanaan praktikum kimia di SMA Negeri 3 Singaraja yaitu kesiapan guru dan siswa untuk melaksanakan praktikum kimia, laboratorium kimia, alat dan bahan praktikum, waktu pembelajaran, serta laboran. Kata kunci: analisis, pelaksanaan praktikum kimia, SMA Negeri 3 Singaraja.  ABSTRACTThis research aimed to describe and explain (1) the practicum topic conducted in chemistry learning; (2) the implementation of chemistry practicum; and (3) factors that influence the implementation of chemistry practicum in SMA Negeri 3 Singaraja. The research was a qualitative research with a phenomenology approach. The subjects of this research were chemistry teachers, laboratory head, and students. The data collection techniques used in this research were document studies, observations, and interviews. The results of this research are (1) the chemistry practicum topic planned by four teachers’ chemistry in SMA Negeri 3 Singaraja is not all workable. In the tenth grade two chemistry practicum topics were hold out of three planned topics. In the eleventh grade five chemistry practicum topic were hold out of nine planned topics. In the twelfth grade hold one chemistry practicum topics of four planned topics. (2) Chemistry practicum in SMA Negeri 3 Singaraja was carried out by groups and guided by chemistry teacher. (3) Factors influencing the implementation of practicum chemistry in SMA Negeri 3 Singaraja were teachers and students’ readiness, chemistry laboratory, tools and practicum material, learning time, and laboratory assistant. Key words: analysis, implementation chemistry practicum, SMA Negeri 3 Singaraja

scholarly journals LESSON STUDY SEBAGAI LEARNING COMMUNITY UNTUK MENINGKATKAN KOMPETENSI PROFESIONALITAS PESERTA PROGRAM PENDIDIKAN PROFESI GURU KIMIA FKIP UNIVERSITAS RIAU

2017 ◽  
Vol 1 (2) ◽  
pp. 34 ◽  
Author(s):  
Maria Erna ◽  
Diana Tejawati ◽  
Ade Achmadi ◽  
Leo F Manalu ◽  
Martina Eka Desvita
Keyword(s):  
Learning Community ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Chemistry Education ◽  
Professional Competence ◽  
Teacher Education Program ◽  
Quality Education ◽  
Chemistry Laboratory ◽  
High Quality Education ◽  
Professional Teacher

Research on the ability of participants Professional Teacher Education Program (TEP) Chemistry FKIP University of Riau in implementing have been done Lesson Study (LS) as the Learning Community (LC) with the aim of improving professional competence as chemistry teacher candidates. The number of participants total 3 TEP guided implement the LSLC in Chemistry Laboratory FKIP and application implemented in SMAN 12 Pekanbaru. Learning implementation plan compiled by participants of TEP Chemistry Education has improved the category of B (Good) on the plan I and II to A (Very Good) on plan III. Value competence participants TEP Chemistry Education in the implementation of learning also showed an improvement of category K (Less) on the open lesson I and II into a C (Enough) in the open lesson III. The results of this study prove that the application LSLC at SMAN 12 Pekanbaru can develop professional competence of participants TEP Chemistry Education FKIP University of Riau in a sustainable and secure the rights of all students to get a high quality education.

scholarly journals Analytical Chemistry Laboratory Qualitative Analysis Process Examination: Links Between Experimental Data and Calculations

2021 ◽  
Vol 9 (3) ◽  
pp. 719
Author(s):  
Fatma Alkan
Keyword(s):  
Analytical Chemistry ◽  
Teacher Candidates ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Volumetric Analysis ◽  
Chemistry Laboratory ◽  
Experimental Result ◽  
Chemistry Teacher ◽  
Chemistry Teaching ◽  
Important Place

Analytical chemistry and qualitative-quantitative analysis practices have an important place in chemistry education. Operations such as experimental steps in volumetric analysis, reactions, and determining the amount of matter require problem-solving and higher-order thinking skills due to mathematical calculations. Students have difficulty and anxiety in making calculations in the volumetric analysis. This research aimed to examine the ability of chemistry teacher candidates to use the data obtained from the neutralization titration experiments in the calculation of the experimental result and to analyze the effects of information obtained from experiments on solving volumetric analysis problems. The sample of the study consisted of 13 chemistry teacher candidates studying in the chemistry teaching program of a state university. The research employed a descriptive survey model. Experiment data sheets and question solutions were taken as written answers. As a result of the research, it is noteworthy that the teacher candidates have problems in calculating the results of the experiment, and this has been overcome with increasing applications.

scholarly journals THE RELATIONSHIP BETWEEN SELF-EFFICACY AND ATTITUDES OF CHEMISTRY TEACHER CANDIDATES

2015 ◽  
Vol 63 (1) ◽  
pp. 62-70
Author(s):  
Emine Erdem
Keyword(s):  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Attitude Scale ◽  
Chemistry Laboratory ◽  
Chemistry Teacher ◽  
Chemistry Teaching ◽  
Grade Levels ◽  
The Relationship

This study has been carried out with the aim of investigating the relationship between the attitudes of chemistry teacher candidates towards chemistry in laboratory classes and their self-efficacy beliefs. Teacher candidates composed of undergraduate students who have already taken or are currently taking laboratory classes and study Chemistry Teaching have participated in this study. Relational survey model has been used in this study. Chemistry Attitude Scale (CAS) developed by Geban, Ertepınar, Yılmaz, Altın & Şahbaz (1994) and Chemistry Self-efficacy Scale (CSS) were used as data collection tools. Simple correlation and one-way analysis of variance in independent groups have been used in order to analyse data. According to the results from study data, there is a meaningful linear relationship between self-efficacy scores and attitude scores of teacher candidates. An increase in self-efficacy scores and attitude scores of teacher candidates with regard to consecutive grade levels has also been observed. Self-efficacy and attitude scores of the students have been compared by using one-way analysis of variance (ANOVA). However, a meaningful difference in self-efficacy scores and attitude scores of students with regard to grade levels has not been observed. Key words: chemistry, self-efficacy, chemistry attitude, chemistry laboratory applications.

scholarly journals Why school-related content knowledge for pre-service chemistry teachers should include basic concepts in organic chemistry

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jolanda Hermanns ◽  
Nico Ermler
Keyword(s):  
Organic Chemistry ◽  
Mixed Methods ◽  
Content Knowledge ◽  
Structure And Function ◽  
Mixed Methods Study ◽  
Chemistry Teacher ◽  
Chemistry Teachers ◽  
Basic Concepts ◽  
The Moment ◽  
And Function

Abstract In this paper we describe and evaluate a study on the use of concepts in organic chemistry while solving tasks that are designed after the concept of school-related content knowledge (SRCK). The study was designed as a mixed methods study and conducted at a German university for the content of “organic chemistry”. As the results of this study show, the students rate the tasks and the use of anchoring concepts as for example “bonds” or “structure and function” as relevant for their future profession as a chemistry teacher. They therefore propose that concepts should be an integral part of their university studies as they find it lacking at the moment. Concepts can also be seen as an opportunity to build a bridge between school knowledge and university knowledge.

scholarly journals Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class: Results from a Professional Development Program for Chemistry Teachers

2016 ◽  
Vol 2016 ◽  
pp. 1-11 ◽  
Author(s):  
Naama Benny ◽  
Ron Blonder
Keyword(s):  
Professional Development ◽  
Educational Administration ◽  
Chemistry Education ◽  
Science Classroom ◽  
Gifted Students ◽  
Development Program ◽  
School Principal ◽  
Gifted Student ◽  
Internal Factors ◽  
Chemistry Teachers

The current study aims at better understanding the factors that promote and hinder chemistry teachers in teaching a gifted student in their regular chemistry class. In addition, it provides evidence of ways that teachers perceive a professional development course dealing with a gifted student in a mixed-abilities science classroom. Eighty-four photonarratives were collected from 14 chemistry teachers that participated in the course about teaching a gifted student in a regular classroom (41 promoting, 43 hindering factors). Factors that concern chemistry education specifically as well as general practices were raised by the teachers. The teachers were asked to “take a picture” (namely, of an external object or person); they considered most of the factors to be internal factors that are dependent on themselves and therefore concluded that they have the power to influence them. The internal factors can be addressed in the PD course; however the external factors should be managed by the school principal and district educational administration.

Education for sustainable development in chemistry – challenges, possibilities and pedagogical models in Finland and elsewhere

2014 ◽  
Vol 15 (4) ◽  
pp. 488-500 ◽  
Author(s):  
M. K. Juntunen ◽  
M. K. Aksela
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Green Chemistry ◽  
Chemistry Education ◽  
Sustainability Science ◽  
Education For Sustainable Development ◽  
Chemistry Teachers ◽  
Current State ◽  
Pedagogical Models ◽  
Pedagogical Frameworks

This article analyses Education for Sustainable Development (ESD) in chemistry by reviewing existing challenges and future possibilities on the levels of the teacher and the student. Pedagogical frameworks that are found eligible in practice are reviewed. Lesson themes that are suitable for implementing socio-scientific issues (SSI) related to ESD into basic chemistry education at schools are discussed. Based on this analysis, three new demonstrative pedagogical models for ESD in chemistry are presented to help guide the work of teachers. The models draw on an interdisciplinary reading of research in the field of SSI-based science education, sustainability science, green chemistry and environmental education. The current state of ESD in Finnish chemistry education is used as an example case throughout the article. Two tasks where future development is required were recognised. The first task concerns supporting chemistry teachers in overcoming the challenges with SSI and ESD they face in their work. The second task is to ensure that students are more often provided with more relevant and flexible chemistry content and studying methods.

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