Mobility Paulo Freire: internationalization of chemistry teacher training

<p><span>Este artículo es el resultado del análisis del Proyecto Paulo Freire de Movilidad Académica para Estudiantes de Programas de Formación Docente Universitaria con un enfoque en la reflexión sobre las carreras de Química, para tal fin el presente autor utiliza su experiencia e informe para desarrollar la escritura mientras participa. de este programa, estando vinculado a la Universidad Federal del Triângulo Mineiro (UFTM) en la carrera de Química. En este trabajo pretendemos abordar cuestiones que involucran problemas que están asociados a la relación entre Ciencia, Tecnología y Sociedad (CTS) y la indispensabilidad de esta dimensión para ser parte del proceso de internacionalización de los cursos de Ciencias de la Naturaleza y de la Tierra, principalmente en lo que se refiere al curso. Licenciada en Química. La estrategia metodológica utilizada para el análisis del documento fue Análisis de Contenido (AC) y Análisis Textual Discursivo (ATD), en la etapa de análisis se utilizó el software </span><span>Atlas.ti</span><span>, que permite el uso de la función Word Count, en la que se pretende trabajo facilitando el análisis a nivel textual. en la búsqueda de comprender los conceptos involucrados y empleados en el documento y el núcleo de las propuestas que atraviesan las especificidades de la carrera de Química. De esta manera, este estudio aporta elementos para reflexionar sobre el actual proceso formativo de los estudiantes de pregrado en Química y sobre la necesidad de introducir dispositivos educativos para una formación amplia e integral de los docentes en el proceso de internacionalización de los cursos de pregrado.</span></p>

Development of Android-Based Mobile Learning (M-Learning) on Voltaic Cell Sub Materials to Increase Learning Effectiveness in Pandemic Covid-19 Era

This study was conducted to know the worthiness of learning media mobile learning (M-Learning) is increasing students' learning effectiveness. Research and Development (R&D) has adapted the method used. The research was conducted involving 26 students and three validators. The validator consists of 1 lecturer as a media expert lecturer, one material expert, and one chemistry teacher. Based on the study results, the results obtained media validity of 93%, and the effectiveness of the media in terms of increasing student scores as much as 41.9%. So that the android-based M-Learning product developed can be said to be feasible and can be implemented in chemistry learning on voltaic cell sub materials.

Problem Solving in Chemistry: Example of Neutralization Titrations

Problem-solving is an important skill in analytical chemistry. This study aims to determine how chemistry teacher candidates use volumetric analysis problems and reveal the errors made. The research employs a descriptive survey model. The sample of the study consists of seven chemistry teacher candidates studying in the chemistry teaching programme. Questions requiring comparing the volume spent in NaOH and HNO3, H2SO4, and H3PO4 titrations were asked within the scope of the study. The solution to the problem and explanations were recorded in a video. The results show that there are problems in determining the volume of NaOH. Many students wrote the titration reactions correctly, but there were problems with the effect values. It is noteworthy that those who made mistakes did not understand the first step of the problem. The students can prevent such mistakes with the help of a diagram summarizing the steps to be followed in the titration process.

Investigating Problem Solving Skills and Chemistry Learning Experiences of Higher Education Base on Gender and Grade Level Differences

The purpose of this study was to investigate the problem-solving skills (PSS) and chemistry learning experiences (LE) of teacher candidates. 191 pre-service chemistry teacher (130 women, 61 men) were taken as the research sample using the purposive random sampling technique. The research design used a cross-sectional survey with focus group interviews. The quantitative data obtained were analyzed using the MANOVA test and while the interview data using the Patton analysis technique. The research findings show that: 1) the level of the chemistry learning experience of pre-service chemistry teacher (LE) is higher than the ability of problem-solving skills (PSS); 2) the level of ability of female chemistry teacher candidates for PSS and LE was found to be higher than that of males; (3) there are differences in PSS and LE based on grades levels, but there is no difference based on gender; 4) there is a difference in PSS and LE between freshman, sophomore, and junior grades. The findings of the interview are relevant to the results of the survey which proved that male and female students both have positive attitudes towards chemistry, however, it was found that there were differences in PSS and LE between grade level (1stgrade, 2stgrade, 3st grade). Thus, it is suggested that the learning process in universities prioritizes the development of LE and PSS in chemistry learning so as to improve the soft skills and academic achievement of prospective chemistry teachers.

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

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.

THE COMPREHENSION OF CHEMISTRY TEACHER TOWARD STEM INTEGRATION IN CHEMISTRY LEARNING

This study was aimed to investigate the chemistry teacher knowledge related STEM integration in chemistry learning at automotive engineering programme of vocational school This research belonged to descriptive study with survey methods. The samples consisted of 19 ChTAE at automotive vocational school in Bantul Regency, Indonesia that were established through saturated sampling technique. The preceding knowledge about the IC-STEM learning integration of ChTAE were achieved by using STEM Knowledge Questionnaire (STEM-KQ) consisting of 9 opened questions. The responses of ChTAE toward STEM-KQ were analysed using question-by-question with interpretative coding of content analysis. The results of this research indicate that the ChTAE have good knowledge in defining and explaining STEM which in line with chemistry subject. However, their skills in designing and implementing CI-STEM still need to be enhanced. As the matter of that, the ChTAE must follow the activities relating with the preparation of CI-STEM. Therefore, the ChTAE could implement a meaningful chemistry subject in line with automotive expertise programme at vocational school.

Development and validation of web-based STEAM online platform to improve learning quality in pre-service Chemistry teacher

STEAM learning was design to promote student’s interest in learning chemistry. Integration STEAM into chemistry learning is often seen as a challenge, such as not familiar and lack of knowledge on STEAM in chemistry. Coping, for this reason, a web-based STEAM online platform was designed. This paper reports the use of design-based research (DBR) to develop a web-based STEAM online platform. The paper focuses on two studies that step on the development and validation of the platform. In an attempt to implement theoretically designed learning environments in real-world classrooms, DBR was employed as an overarching framework of inquiry. The two cycles of DBR inquiry provide deep insights into the platform's readability, comprehensibility, and feasibility. The implementation of the framework is specified along with further implications for researchers and practitioners.