scholarly journals DEVELOPMENT OF THE RESEARCH TOOL TO IDENTIFY FACTORS AFFECTING THE USE OF CHEMISTRY EDUCATIONAL SOFTWARE

2015 ◽  
Vol 68 (1) ◽  
pp. 6-21
Author(s):  
Kateřina Chroustová ◽  
Martin Bílek ◽  
Andrej Šorgo
Keyword(s):  
Information And Communication Technologies ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Educational Software ◽  
Theoretical Background ◽  
Research Tool ◽  
Unified Theory ◽  
Chemistry Teaching ◽  
Teachers Attitudes

Currently, the implementation of information and communication technologies (ICT) has been strongly recommended to science teachers. For identification the factors of successful ICT implementation the Unified Theory of Use and Acceptance of Technology (UTAUT) is applied, which works as the theoretical background of planned monitoring of Czech chemistry teachers´ attitudes to this problem. This theoretical review introduces the process of creating the modified UTAUT model serving as the basis for a research tool to be exploited for the future survey. Within this process three sources were exploited: (1) theories dealing with factors which influence user behaviour in relation to the use of modern technologies, (2) the analysis of research results focused on the acceptance and use of ICT in chemistry instruction and (3) results of researches conducted by the authors in the field of the effectiveness of the educational software used in chemistry teaching and learning. The conducted analysis of these three sources resulted in defining the presented survey and designing the appropriate theoretical model and research tool. Key words: chemistry education, educational software, The Unified Theory of Use and Acceptance of Technology (UTAUT), teachers´ attitudes.

scholarly journals VALIDATION OF THEORETICAL CONSTRUCTS TOWARD SUITABILITY OF EDUCATIONAL SOFTWARE FOR CHEMISTRY EDUCATION: DIFFERENCES BETWEEN USERS AND NONUSERS

2017 ◽  
Vol 16 (6) ◽  
pp. 873-897
Author(s):  
Kateřina Chroustová ◽  
Martin Bílek ◽  
Andrej Šorgo
Keyword(s):  
Technology Acceptance ◽  
Chemistry Education ◽  
Educational Software ◽  
Unexpected Finding ◽  
Unified Theory ◽  
Chemistry Teaching ◽  
Use Of Technology ◽  
Building Models ◽  
Before And After ◽  
Teachers Attitudes

The aim of this research was to empirically validate constructs for evaluation of teachers' attitudes toward usage of educational software in chemistry teaching. Questionnaire with items transformed from UTAUT (Unified theory of acceptance and use of technology) and other technology acceptance theories were filled in by 556 Czech chemistry teachers. All constructs passed recommended .7 thresholds of Cronbach’s alpha so they can be used in acceptability researches before and after introduction of educational software or building models. However, analyses of effect sizes show that there are not only differences between users and all nonusers generally, but also prove differences between various types of nonusers. Nonusers were established as a) those who had used educational software and abandoned it; b) those who do not use educational software, but are planning to use it in the future, and c) those who do not use educational software and have no intentions to use it. An unexpected finding reveals that differences among subgroups of nonusers can be even larger than between users and nonusers, especially the group c) is an outstanding group. Consequently, factors and their influence on the acceptance and use of educational software in chemistry teaching should be explored for each group separately. Keywords: chemistry education, education software, technology acceptance.

scholarly journals Inquiring chemistry teacher: The teaching and learning of chemistry concepts and phenomena (part V): Historical approach to chemistry teaching 2

2013 ◽  
Vol 1 (4) ◽  
pp. 387-424
Author(s):  
Simo Tolvanen ◽  
Maija Aksela ◽  
Maija Ahola ◽  
Outi Haatainen ◽  
Jarkko Huusko ◽  
...  
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Theoretical Background ◽  
Research Literature ◽  
Upper Secondary School ◽  
Chemistry Teaching ◽  
Historical Approach ◽  
Upper Secondary ◽  
History Of

In spring 2013, students attending the course The Central Areas of Chemistry Education II studied the history of key chemistry concepts as well as the research on the use of historical approach to chemistry teaching. Based on the research literature, they produced materials for chemistry teaching in secondary and upper secondary school. In addition to teaching the concepts and phenomena of chemistry, the historical approach was used to deal with nature of chemistry as a science. In the articles, the students present the theoretical background for historical approach and history related to the produced material. The teaching materials (in Finnish) can be found online from the site of KEMMA Centre for Chemistry Education: http://www.luma.fi/kemma.

scholarly journals An Overview of Chemistry Teaching Transformation during COVID-19 Pandemic: An Experience from University of Botswana

2021 ◽  
pp. 1-6
Author(s):  
Girija S. Singh
Keyword(s):  
Reaction Mechanisms ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Chemistry Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
National University ◽  
The University ◽  
Teaching Transformation

COVID-19-related disruption in teaching in the University of Botswana led the school to prepare new strategies for running classes and to design innovative way of instruction.  The most notable change was to replace face-to-face lectures with online teaching at least partially (blended teaching and learning). This posed many challenges, especially in the teaching of science and technology subjects. In a laboratory-based discipline such as chemistry the problems encountered were especially daunting.  Moreover, writing mathematical equations, chemical reactions and reaction mechanisms posed their own difficulties.  The present communication provides a brief overview of how chemistry education at the University, the premier national university of Botswana, has been transformed during the last three semesters.  It is based on experience of the author and as judged by the feed-back received from colleagues and the students. Admittedly, the experience is limited and much discussion is still in progress to meet the unresolved challenges. Theory classes at undergraduate levels are now mostly taught online using packages such as Moodle and MS Teams. The tutorial and laboratory sessions have faced the greatest disruptions and the instructors continue to explore ways to conduct these virtually.  Online examinations were found to be limited in their effectiveness, especially in the assessment of drawing chemical structure and reaction mechanisms as well as the students’ ability in scientific writing.

scholarly journals What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? A Literature Review

2020 ◽  
Vol 17 (21) ◽  
pp. 7876
Author(s):  
Meiai Chen ◽  
Eila Jeronen ◽  
Anming Wang
Keyword(s):  
Preservice Teachers ◽  
Green Chemistry ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Chemistry Teaching ◽  
Learning Skills ◽  
Interdisciplinary Learning ◽  
Chemistry Learning

In this qualitative study, we aim to identify suitable pedagogical approaches to teaching and learning green chemistry among college students and preservice teachers by examining the teaching methods that have been used to promote green chemistry education (GCE) and how these methods have supported green chemistry learning (GCL). We found 45 articles published in peer-reviewed scientific journals since 2000 that specifically described teaching methods for GCE. The content of the articles was analyzed based on the categories of the teaching methods used and the revised version of Bloom’s taxonomy. Among the selected articles, collaborative and interdisciplinary learning, and problem-based learning were utilized in 38 and 35 articles, respectively. These were the most frequently used teaching methods, alongside a general combination of multiple teaching methods and teacher presentations. Developing collaborative and interdisciplinary learning skills, techniques for increasing environmental awareness, problem-centered learning skills, and systems thinking skills featuring the teaching methods were seen to promote GCL in 44, 40, 34, and 29 articles, respectively. The results showed that the integration of green chemistry teaching (GCT), e.g., with sustainable education, promoted GCL by fostering environmental consciousness and behavioral change and cognitive processes in a sustainable direction.

scholarly journals Research on teaching and learning in Physics and Chemistry in NorDiNa Papers

2016 ◽  
Vol 12 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Päivi Kinnunen ◽  
Jarkko Lampiselkä ◽  
Veijo Meisalo ◽  
Lauri Malmi
Keyword(s):  
Learning Outcomes ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Learning Processes ◽  
Research Topics ◽  
Research Papers ◽  
Related Research ◽  
Didactic Triangle ◽  
Research On Teaching

This article provides an overview of teaching and learning processes in research on physics and chemistry education published in NorDiNa 2005–2013. Using the didactic triangle as our theoretical framework we developed a typology to analyse the data and used this to categorise 89 related research papers, from all levels of education (primary, secondary and tertiary). The results suggest that students’ characteristics, their understanding of the content and learning outcomes are studied frequently. In contrast, science teachers are studied much less. Most papers reported studies that had been done at the teaching organisation level. Course level studies and society level studies were also frequent. However, international level studies were few in this data pool. We conclude by discussing less popular research topics in the science education field.

scholarly journals Pandemic challenges for educators: transition from physical to digital classroom

2021 ◽  
Vol 127 ◽  
pp. 03001
Author(s):  
Darya Vladislavovna Agaltsova ◽  
Larisa Vyacheslavovna Milyaeva
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Practical Experience ◽  
Theoretical Background ◽  
Educational Process ◽  
University Teaching ◽  
Teaching Staff ◽  
Digital Classroom

The article looks into some challenges that university teaching staff has to face during the modern era of digitalization and especially during the transaction period from “physical classroom” to “digital classroom” provoked by the pandemic of COVID-19. The use of information and communication technologies (hereinafter referred to as ICT), tools for online teaching and learning, computer and digital literacy, digital skills and competencies are becoming important components of professional success. The transition to distance learning (especially due to the pandemic of COVID-19) has changed the modern academic world: now the effective use of digital technologies and educational resources is considered a key factor for improving and increasing the value of the learning process. As a result, students get their knowledge and educators share their theoretical and practical experience through an increasing number of digital technologies and resources. This article aims to describe and analyze the main types of available online tools and services that may provide productive work and interactive learning; to describe the challenges that educators face while transforming the academic environment into “online classroom”. The authors applied a cabinet study approach to the analysis of theoretical database, the method of comparison and generalization of the obtained data. As a result, the article presents theoretical background of the ICT potential and their use in the educational process of modern universities.

THE DEVELOPMENT OF FACTORS AFFECTING THE USAGE OF EDUCATIONAL SOFTWARE IN CHEMISTRY EDUCATION IN THE CZECH REPUBLIC

2015 ◽  
Author(s):  
Kateřina Chroustová ◽  
◽  
Martin Bílek ◽  
Keyword(s):  
Czech Republic ◽  
Key Words ◽  
Chemistry Education ◽  
Educational Software ◽  
Unified Theory ◽  
The Czech Republic ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Similar Theme ◽  
Research Studies

Why don´t we encounter too regularly with the inclusion of educational software in chemistry education in the Czech Republic? What factors affect the usage of educational software? What kind of relationship can be identified between these factors? For the search of answers to those formulated questions was necessary to, first of all, carry out a deep analysis of the conditions that could lead to more effective usage of educational software in chemistry education. In this article, we analyse the factors that affect the usage of educational software in chemistry education with the application of the unified theory of acceptance and use of technology (UTAUT) and the related theories, including a comparison of our results with the results of realized research studies with a similar theme. Key words: educational software, chemistry education, the unified theory of use and acceptance of technology (UTAUT).

scholarly journals The history, current state and future of electronic chemistry learning environments

2013 ◽  
Vol 1 (4) ◽  
pp. 435-456
Author(s):  
Johannes Pernaa ◽  
Maija Aksela
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Technological Development ◽  
Chemistry Teaching ◽  
Electronic Learning ◽  
Current State ◽  
Chemistry Learning ◽  
Education Theory ◽  
History Of

This article discusses the historical development, current state, and needs future development of electronic learning environments for chemistry education. The study is by nature a theoretical literature review. Its aim is to canvass how the requirements related to chemistry learning environments have changed over time. By understanding the history, the further needs for development can be supported in the fast-advancing field of technology. The objects of investigation are the changes in both technology and chemistry education. Theory of blended learning was used as the theoretical framework for the study. In the theory section, it is combined with the possibilities of ICT in chemistry teaching and learning. In the historical framework of the article, the change in the requirements and possibilities of ICT-based chemistry learning environments is discussed from the perspective the recent history of chemistry education. It has been divided into three periods: 1) The use of ICT before the year 1999, 2) The use between the years 2000 and 2010, and 3) The use in 2011 and later. For each of the periods, the possibilities in chemistry education of one significant ICT tool are presented. In the analysis section of the study, these examples are reflected on the theory of blended chemistry learning and technological development. At the end of the article, three instructions are presented that can be employed in the use and development of chemistry learning environments. The instructions support the development of chemistry learning environment solutions that are technologically durable and take advantage of the various possibilities of ICT.

How integration of information and communication technologies impact academic achievement? An empirical study on Sindh education foundation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amjad Ali Rind ◽  
Muhammad Mujtaba Asad ◽  
Shahmeer Ali Marri ◽  
Fahad Sherwani ◽  
Fazal Ur Rehman
Keyword(s):  
Information And Communication Technologies ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Secondary Data ◽  
Communication Technologies ◽  
The Body ◽  
Content Type ◽  
Science Scores ◽  
Information And Communication ◽  
The Impact

PurposeThe purpose of the study was to evaluate the impact of Introduction of Smart Teaching and Learning (INSTAL) project on students' academic achievements in terms of students' science scores. Information and communication technologies (ICT)-based initiative was introduced in Sindh Education Foundation (SEF) schools at District Khairpur, Sindh, Pakistan. The aim of the study was to identify whether science test scores of students have been improved with the use of INSTAL facility at schools or remained the same at SEF-supported schools.Design/methodology/approachThe quantitative research approach has been used in the current study, and within it a quasi-experimental research design was employed. The descriptive (mean, standard deviation) and inferential statistics (independent sample t-test and paired sample t-test) were computed to find the pre- and post-difference in science scores of students. Both primary and secondary data were used. The primary data were gathered through questionnaire from 48 science teachers. Whereas, secondary data of 382 students who used ICT-based facility under INSATL project for two academic years were taken from quality assessment test (QAT) scores conducted by third party in SEF-assisted schools in District Khairpur.FindingsThe findings of the study revealed that the students' science scores improved by 10% in one year and 23% in two years with the use of ICT-based facilities under INSTAL project. Also, it can be concluded from the results that ICT has a positive as well as statistically significant impact on students' science learning by using INSTAL facility in schools. Results of the study show that students' level of interest toward learning science has been enhanced by the use of ICT.Practical implicationsAs the world is rapidly moving toward digitalization, the modes of teaching and learning have been changing. ICT plays a very significant role in the betterment of education. ICT helps to achieve socio-economic development of a country. However, Pakistan, being a developing country, has not that much resources, and ICT-based learning is not common in Pakistan. Therefore, it is very important to be aware people about the usage of technology in teaching and learning. The present study is an attempt to create such type of awareness. Moreover, the current study may be the first kind of study in the context of Pakistan which used TPACK as theoretical framework, and this study may contribute to the body of knowledge in the context of ICT.Originality/valueImplementing ICT-based software for teaching and learning in rural context of Pakistan was a challenging task, but it has brought positive results in terms of student's achievement. This may be the first study that has been conducted in the context of adopted schools of SEF.

scholarly journals Secondary School Students and Internet Forums—A Survey of Student Views Contrasted with an Analysis of Internet Forum Posts

2019 ◽  
Vol 9 (2) ◽  
pp. 121 ◽  
Author(s):  
Johanna Dittmar ◽  
Ingo Eilks
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Educational Practices ◽  
Chemistry Teaching ◽  
School Students ◽  
Specific Content ◽  
Internet Forum ◽  
Internet Forums

Students today are increasingly engaged in the use of digital information and communication technologies. The Internet continues to grow and more and more young people are using it worldwide. Educational practices, however, have been slow to adapt to the corresponding developments. For example, Internet forums are generally ignored in most educational practices, including chemistry education, although they are often used to find new information by everyday people. The question therefore arises: Why are such media not used to provoke and promote science or chemistry teaching and learning, while simultaneously developing critical scientific media literacy? To understand how the younger generation learns via Internet forums, this article looks at a survey of Internet forum usage behavior by lower and upper secondary school students (age range 12–17) in relation to chemistry-specific content. The findings are then contrasted with an analysis of user behavior. The final analysis revealed that students are open and critical when using Internet forums, even though such learning is mostly unconnected to formal education. These results can inform science and chemistry teaching by focusing teaching and learning more on Internet forums in order to employ them as an educational medium in science class.

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