ABOUT SOME PROBLEMS OF ONLINE CHEMISTRY TEACHING IN HIGH SCHOOL

A number of topical problems of higher education caused by the processes of its digitalization are discussed, including the problems of university online teaching of chemistry and other chemical disciplines. The problem of incorrect use of educational information by students from the Internet is due to the excessive dependence of students on digital technologies and their insufficiently critical attitude to online educational information. The related problem of replacing systematic knowledge with superficial and incomplete information from sources of digital communication requires an immediate solution. The specifics of online teaching also cause special psychological problems of the relationship between the teacher and students. The problem of incomplete adequacy of electronic media used in the educational process and the related problem of insufficient technical support of online technologies are also serious. Possible ways and means of solving these problems are considered.

Assessment for Learning and Feedback in Chemistry: A Case for Employing Information and Communication Technology Tools

Assessment is essential in the learning and teaching process. In chemistry teaching, deployment of assessment to ascertain the levels of assimilation and understanding of concepts being taught in the class is considered central in the learning process. Through the assessment for learning, teachers check students’ understanding and get valuable feedback data on students’ learning. This data is used to modify and improve instruction. Educational world order has drastically changed due to the emergency of COVID-19 that influenced the modes of educational delivery at such a time like this. The only option to deliver learning and assessment processes is the deployment of technology to be able to meet the demands of pandemic and its associational protocols. Information and Communication Technology (ICT) affects every facet of life including education. This paper, therefore, examined the nature of assessment of chemistry learning and the ICT tools that are required to drive the assessment procedures. In addition, it discussed the ICT feedback mechanisms in assessing the learning process in chemistry. Consequently, the paper suggested that relevant ICT tools should be used by chemistry teachers to monitor students’ academic progress and foster ICT-driven effective feedback for assessment of chemistry learning. As a result, ICT should be deployed to assist chemistry teachers in carrying out assessment for learning to diagnose learners’ understanding and difficulties during the process of instruction.

INTEGRATIVE CHEMISTRY TEACHING

The modern education system is aimed at the formation of a highly educated, intellectually developed personality with a holistic view of the picture of the world, with an understanding of the depth of connections between phenomena and processes. Integration in modern society explains the need for integration in education. Integration provides an opportunity for self-realization, self-expression, creativity of the teacher, promotes the disclosure of abilities. The use of an integrative approach in teaching is determined by the complex of needs of modern education. Integration is a multivalued concept, and a leading trend in modern education, and a real need of the time. Integration is central to the integrative approach. The purpose of this article is to reveal the essence and possibilities of using an integrative approach in creating courses in chemistry. Today, the use of computer technologies in education seems to be necessary, therefore, an important task of a modern teacher is to show students the capabilities of ICT. The availability of such courses will increase the productivity of the learning process. And so, integration is a prerequisite for the modern educational process. It is necessary to highlight the functional components that characterize the dynamics of educational technology, integrated into the structural components. The main functional components that correspond to the structural components: goals, tools, effective products - as goals, organizational, managerial and performance evaluation capabilities. The teacher should be aware of the patterns of integration processes used in chemical and educational educational technologies.

The Ludic and Human Rights: The Anti-Racist Fight in Science Education for a Political-Scientific Formation through Graffiti Art

Context: With the growing denunciations of violence and injustices in the social relationship, inside and outside schools, education based on human rights is insurgent in the current system of teaching and learning. Using the concept of school as a process of scientific, social and political construction, we planned the teaching and learning process of chemical interactions using the art of graffiti as a playful activity. Objectives: Reflection on chemistry teaching beyond the concepts of natural sciences, but also towards social issues to promote an education that transfigures the traditional model established by the hegemonic power during Brazilian history. Design: We use an ethnographic case study as a method. Scenario and Participants: In this way, we chose to bring graffiti art to chemistry workshops, since the paints are fixed on urban walls through chemical interactions between substances, building images and/or protest phrases that make us rethink the injustices and inequalities existing in Brazilian society and to dialogue the emergence of this art in the black movement with the political aspects of Human Rights. Thirteen students enrolled in a state basic education high school in the city of Goiânia-GO, Brazil, joined the workshops on Human Rights, Graffiti and Chemistry. Eight graffiti artists also participated in the workshop for free. Data collection and analysis: We used transcripts of semi-structured interviews and video-recorded workshops to categorise the data, analysing them with the Descending Hierarchical Classification technique and the use of dendrograms performed by the Iramuteq Software. Results: We obtained categories that evidence the chemical understanding of the content of chemical interactions and the socio-political understanding of human rights, and seven drawings on graffiti murals that show this correlation. Conclusions: The transgression of morals and the empowerment of the subordinate promote playfulness in the individual or collective social visibility of individuals, enabling better assimilation of scientific and social content.

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.

Feasibility of STEM-based basic chemistry teaching materials to improve students’ science literature in wetland context

Development research has been carried out to produce teaching materials for basic chemistry learning materials based on STEM in a wetland context to improve scientific literacy that is valid, practical, and effective. This type of research is Research and Development (R & R&D) with a 4D development model modified into 3D (define, design, and develop). The trial of the developed teaching materials was carried out in a class in the first Basic Chemistry course consisting of 28 students. Data collection techniques used validation sheets, readability questionnaires, response questionnaires, observation sheets, and scientific literacy tests. Data analysis used descriptive analysis. The results showed that the developed teaching materials had met the following criteria: (1) Valid; judging from the value of the feasibility aspects of content, presentation, language, and media, each of which obtained very valid criteria. (2) Practical; reviewed from the results of the readability of teaching materials in individual and small group tests, the criteria are practical and very practical. Students’ responses to teaching materials have very practical criteria, and observations of the ability of teachers to use teaching materials and manage their respective classes get very good criteria. (3) Effective, seen from the results of the N-gain scientific literacy showing a high increase. With the results of this development, it can be said that the STEM-based teaching materials for basic chemistry learning to improve scientific literacy in the context of wetlands are suitable as teaching materials.