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Jednoduché počítačové hry pro výuku chemie - možnosti a limity / Casual computer games in chemistry education - possibilities and limitsFiala, Vít January 2016 (has links)
This master thesis is aimed at the issue of activating methods of teaching, namely didactic games in Chemistry lessons. In the theoretical part activating methods of teaching, didactic games, visualization of molecules and the programming language Java were described. The aim of the practical part was to create the "Chemical 3D Matching Pairs Game", dealing with two topics - the naming of organic compounds and the natural products. The 3D structure of used compounds can be examined by students during playing the game. The created game was tested by secondary school students and its didactic potential was evaluated. The main benefits of the game were student activation and a high motivational character.
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Le travail collectif des professeurs en chimie comme levier pour la mise en œuvre de démarches d'investigation et le développement des connaissances professionnelles : contribution au développement de l'approche documentaire du didactique / .Hammoud, Rim 16 November 2012 (has links)
Le questionnement de la thèse émerge d'un contexte de réforme, en France, de l'enseignement des sciences en lycée qui met au centre du curriculum les démarches d'investigation (DI). Notre étude se situe au moment exact de la décision institutionnelle d'intégrer les DI dans l'enseignement de la chimie en classe de seconde. La mise en place des DI engendre une nouvelle complexité du travail des enseignants qui questionne à la fois leurs pratiques, leurs ressources et leurs connaissances professionnelles. Nous nous sommes proposé de saisir le développement professionnel des professeurs en chimie, particulièrement tourné vers les DI, à partir de leur documentation, c'est-à-dire du travail sur les ressources qu'ils réalisent pour accomplir leur enseignement, particulièrement de la part de ce travail qui prend place au sein de collectifs. L'étude est conduite sur deux études de cas. Dans la première, il s'agit d'un professeur que nous avons suivi, sur deux années consécutives, au sein d'une diversité de communautés professionnelles, parmi lesquelles une communauté associative a pris une place prépondérante. La deuxième étude de cas concerne une enseignante suivie sur une année au sein de communautés ordinaires d'un établissement scolaire. Dans les deux cas, l'étude s'intéresse plus particulièrement à l'enseignement du thème de la quantité de matière en classe de seconde, du fait de l'importance et de la complexité de ce thème d'enseignement au niveau du lycée. La thèse propose des développements théoriques et méthodologiques pour saisir le travail des enseignants, dans ses composantes individuelles et collectives, dans son unité et sa dynamique, en classe comme hors classe. Elle met en évidence le potentiel qu'a le travail collectif pour le développement professionnel des enseignants dans la perspective de DI / The questioning of the thesis emerges from a context of a science education reform in France, that emphasizes the inclusion of inquiry-based science teaching (IBST) into upper secondary school curricula. Our study is situated at the exact moment of the institutional decision to integrate IBST into chemistry teaching at grade 10. The implementation of IBST leads to a new complexity in the work of teachers, which questions their practices, their resources and their professional knowledge. We aim at gaining insight into the chemistry teachers' professional development, particularly with respect to IBST, based on their documentation, i.e. their work on the resources they realize in order to perform their teaching. We focus particularly on the part of this work that takes place within communities. The study was conducted on two case studies. The first one concerns a teacher whom we have followed over two consecutive years within a variety of professional communities, among which one associative community has taken a prominent place. The second case study concerns a teacher followed over one year within ordinary communities of a school. In both cases, the study focuses on the teaching of the amount of substance in grade 10, because of the importance and the complexity of this chemical theme at high school level. The thesis proposes theoretical and methodological developments to understand teachers' work, in its individual and collective components, in its unity and its dynamics, in class and outside the class. It highlights the potential of collective work for teachers' professional development with respect to IBST
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Počítačem podporované experimenty ve výuce chemie na střední škole / Microcomputer-Based Laboratory in Secondary School Chemistry EducationStratilová Urválková, Eva January 2013 (has links)
Eva Stratilová Urválková; Dissertation Thesis Title: Microcomputer-Based Laboratory in Secondary School Chemistry Education Abstract School experimental practice should reflect the real laboratory practice so that school science keeps in touch with reality. Todays laboratories are fully equipped with instrumental devices that are often presented in media, so it is necessary that students have experience also with this way of experiments. For school purposes seem suitable probeware (school experimental systems), that combine modern technology with concept of student-centered learning (eg inquiry based science education) that should successfully prepare students for lifelong learning. During recent years probeware has become one of discussed topics in Czech science education, but there has been a lack of research examining whether both teachers and pupils are prepared to accept and implement probeware into school chemistry curriculum. Almost none research has been done in field search describing the way of using the probeware and microcomputer-based laboratory in Czech school curriculum. Presented mixed method research focuses on attitudes of chemistry teachers (N = 65), pre-service chemistry teachers (N = 38) and students (N = 50) regarding attitudes to general devices and measuring devices (or probeware) to...
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”Att blanda saft antar jag är kemi också” : Förskollärares uppfattningar om alternativ och kompletterande kommunikation (AKK) i förskolans kemiundervisning med barn 1–3 år. / “Mixing lemonade is chemistry as well, I guess" : Pre-school teachers’ opinions on augmentative and alternative communication (AAC) in pre-school chemistry education for children aged 1-3 years.Olsson, Linda, Johansson, Linnéa January 2024 (has links)
Många barn behöver alternativ och kompletterande kommunikation (AKK) för att tillgodogöra sig undervisningen i förskolan. AKK kan därmed bidra till undervisningen av kemi, speciellt undervisning för de allra yngsta barnen. Studien syftar till att bidra med kunskap om hur förskollärare kommunicerar kemi med barn i åldern 1–3 år i förskolans undervisning, med fokus på AKK. Semistrukturerade intervjuer med tio förskollärare har genomförts. För att studera fenomenet AKK som didaktiskt verktyg i kemiundervisning har vi använt oss av en fenomenografisk ansats. För att beskriva lärande och undervisning i resultatet har vi arbetat utifrån det sociokulturella perspektivet. Studiens resultat visar att AKK skulle kunna användas som hjälpmedel i kemiundervisning med barn 1–3 år, men än så länge saknas rutiner för att använda dessa metoder i undervisningen. Förskollärare ger exempel på en variation av sätt att undervisa i ämnet kemi i förskolan. Bland annat tar de upp planerade experiment och hur de kan konkretisera kemi i barnens vardag. Vidare lyfter förskollärarna att det krävs ett fungerande arbetslag och ämnesspecifikt material för att skapa intresseväckande undervisning i kemi för de yngsta barnen. Begränsningar som framkommer är bland annat bristande ämneskunskaper och sviktande självkänsla. AKK beskrivs gynna alla barn och är ett av de viktigaste redskapen att använda i undervisningen. Samtidigt framkommer organisatoriska begränsningar som att det är tidskrävande att förbereda AKK material samt att det saknas rutiner för att bibehålla en kontinuitet i verksamheten. Sammanfattningsvis visar studien både på en vilja och ett behov av att arbeta aktivt med AKK i kemiundervisningen. / Many children require augmentative and alternative communication (AAC) to benefit from the education in pre-school. Thereby AAC can contribute to teaching chemistry, especially to the youngest children. The aim of this study is to bring more knowledge on how pre-school teachers communicate chemistry to children aged 1–3 years, focusing on AAC. Semistructured interviews with ten pre-school teachers were conducted. In order to study AAC as a didactic tool in chemistry education a phenomenographic approach was used. The result has been analysed from a sociocultural perspective as a means to describe learning and teaching. The study results show that AAC could be a helpful tool in chemistry education for children aged 1–3 years, but so far routines to use these methods in the education is missing. Pre-school teachers describe a number of ways to teach chemistry in pre-school, for example by preparing experiments in advance and integrating chemistry in the children’s everyday life. Furthermore, pre-school teachers mean that a functioning work team and subject specific materials are required to arouse the interest of chemistry in the youngest children. Among other things, insufficient subject-specific knowledge and failing self-esteem are described as limitations. AAC is reported as beneficial for all children and is one of the most important educational tools. At the same time, organisational constraints such as the time-consuming work of preparing AAC material and the lack of routine procedures to maintain educational and working continuity are described. In summary, the study shows both the willingness and the necessity of actively working with AAC in chemistry education.
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Students' misconceptions about intermolecular forces as investigated through paper chromatography experiments and the Molecular Attractions Concept InventoryBindis, Michael P. 18 September 2013 (has links)
No description available.
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Creation, deconstruction, and evaluation of a biochemistry animation about the role of the actin cytoskeleton in cell motilityKevin Wee (11198013) 28 July 2021 (has links)
<p>External representations (ERs) used in science education are multimodal ensembles consisting of design elements to convey educational meanings to the audience. As an example of a dynamic ER, an animation presenting its content features (i.e., scientific concepts) via varying the feature’s depiction over time. A production team invited the dissertation author to inspect their creation of a biochemistry animation about the role of the actin cytoskeleton in cell motility and the animation’s implication on learning. To address this, the author developed a four-step methodology entitled the Multimodal Variation Analysis of Dynamic External Representations (MVADER) that deconstructs the animation’s content and design to inspect how each content feature is conveyed via the animation’s design elements.</p><p><br></p><p> </p><p>This dissertation research investigated the actin animation’s educational value and the MVADER’s utility in animation evaluation. The research design was guided by descriptive case study methodology and an integrated framework consisting of the variation theory, multimodal analysis, and visual analytics. As stated above, the animation was analyzed using MVADER. The development of the actin animation and the content features the production team members intended to convey via the animation were studied by analyzing the communication records between the members, observing the team meetings, and interviewing the members individually. Furthermore, students’ learning experiences from watching the animation were examined via semi-structured interviews coupled with post- storyboarding. Moreover, the instructions of MVADER and its applications in studying the actin animation were reviewed to determine the MVADER’s usefulness as an animation evaluation tool.</p><p><br></p><p> </p><p>Findings of this research indicate that the three educators in the production team intended the actin animation to convey forty-three content features to the undergraduate biology students. At least 50% of the student who participated in this thesis learned thirty-five of these forty-three (> 80%) features. Evidence suggests that the animation’s effectiveness to convey its features was associated with the features’ depiction time, the number of identified design elements applied to depict the features, and the features’ variation of depiction over time.</p><p><br></p><p>Additionally, one-third of the student participants made similar mistakes regarding two content features after watching the actin animation: the F-actin elongation and the F-actin crosslink structure in lamellipodia. The analysis reveals the animation’s potential design flaws that might have contributed to these common misconceptions. Furthermore, two disruptors to the creation process and the educational value of the actin animation were identified: the vagueness of the learning goals and the designer’s placement of the animation’s beauty over its reach to the learning goals. The vagueness of the learning goals hampered the narration scripting process. On the other hand, the designer’s prioritization of the animation’s aesthetic led to the inclusion of a “beauty shot” in the animation that caused students’ confusion.</p><p><br></p><p> </p><p>MVADER was used to examine the content, design, and their relationships in the actin animation at multiple aspects and granularities. The result of MVADER was compared with the students’ learning outcomes from watching the animation to identify the characteristics of content’s depiction that were constructive and disruptive to learning. These findings led to several practical recommendations to teach using the actin animation and create educational ERs.</p><p><br></p><p> </p><p>To conclude, this dissertation discloses the connections between the creation process, the content and design, and the educational implication of a biochemistry animation. It also introduces MVADER as a novel ER analysis tool to the education research and visualization communities. MVADER can be applied in various formats of static and dynamic ERs and beyond the disciplines of biology and chemistry.</p>
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Measuring the views of grade 10-12 Gauteng school learners on Chemistry practicalsDavis, Bridgit Helen 29 February 2004 (has links)
The two-part Views on Chemistry Practicals (VOCP) instrument for measuring the views of grade 10 to 12 Physical Science students about the benefits and problems of Chemistry practicals was empirically developed and trialed using six schools in Gauteng. The summary part of the resultant VOCP instrument comprises 24 Likert items and the explanatory part comprises 24 multiple-choice items with 163 options, thus creating a unique current record of a wide range of students' views of chemistry practicals and providing teachers with a tool for improving chemistry practicals. The trial of the instrument with 230 students from three schools indicated that the summary part of the instrument is reliable (Cronbach alpha coefficient) and that a shortened explanatory part of the instrument is reliable (Chi squared values for 17 items with 98 options). The validity of the VOCP instrument was established through the empirical development of the instrument using triangulation of data. / Educational Studies / M.Ed. (Natural Science Education)
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The human nature of chemistry curriculum design and development: a Canadian case studyKulik, Joel J. 27 August 2014 (has links)
This thesis is a case study of the design and development of one Canadian province’s intended Grade 12 Chemistry curriculum. It explores the story associated with its design and development and the lived experiences of the stakeholders involved. The goal is to highlight the dynamic human nature of the curriculum construction process. Specifically, through a case study approach this research identifies several dimensions of the nature of curriculum development considered by Pinar et al. (1995), namely: the “historical, political,…phenomenological, [and] autobiographical” (p. 847). This research determined the factors that influenced this curriculum and the lived experiences of the stakeholders involved. It examined how they reflected on the curriculum process and curriculum product, and investigated the deconstruction/reconstruction processes experienced by some participants. This research helps educators make more informed decisions about designing, developing and implementing curriculum.
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Measuring the views of grade 10-12 Gauteng school learners on Chemistry practicalsDavis, Bridgit Helen 29 February 2004 (has links)
The two-part Views on Chemistry Practicals (VOCP) instrument for measuring the views of grade 10 to 12 Physical Science students about the benefits and problems of Chemistry practicals was empirically developed and trialed using six schools in Gauteng. The summary part of the resultant VOCP instrument comprises 24 Likert items and the explanatory part comprises 24 multiple-choice items with 163 options, thus creating a unique current record of a wide range of students' views of chemistry practicals and providing teachers with a tool for improving chemistry practicals. The trial of the instrument with 230 students from three schools indicated that the summary part of the instrument is reliable (Cronbach alpha coefficient) and that a shortened explanatory part of the instrument is reliable (Chi squared values for 17 items with 98 options). The validity of the VOCP instrument was established through the empirical development of the instrument using triangulation of data. / Educational Studies / M.Ed. (Natural Science Education)
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<b>Integration of Ethnochemistry in a General Chemistry Course</b>Ilayda Kelley (18390249) 17 April 2024 (has links)
<p dir="ltr">Student attitudes towards chemistry are a contributing factor to their success in chemistry courses and retention in STEMM in higher education. In the last decade, STEMM attrition rates have been an area of concern in the United States. Research in K12 classrooms has demonstrated that culturally relevant pedagogies (CRP) can improve student learning and attitudes toward STEMM. CRP consists of instructional practices and lessons that connect with students’ cultural backgrounds, experiences, and interests. However, few studies on these practices address long term improvements or treatments in a higher education setting. Integration of ethnoscience in course material is a CRP strategy that utilizes cultural systems of knowledge in relation to coursework. This strategy is now an area of interest in the field of chemistry education. This study uses an action research methodology to integrate ethnochemistry into a large, multicultural, first-year general chemistry course and evaluate the impact on student attitudes towards chemistry.</p>
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