Chemistry Education in the ICT Age (eBook)

Preface 5
Contents 6
Chemistry and Chemical Education as a Bridge to Peace 10
1 Challenges Facing the Scientific Community 10
2 Frontiers of Chemical Science: Research and Education in the Middle East 12
2.1 Short Term - up to 2020 14
2.2 Long Term 15
2.3 Energy, A Global Challenge 15
3 Specific Outcomes from the “Malta Conferences” 17
References 19
“Jeopardy” in the Inorganic Classroom – Teaching Descriptive Chemistry Using a Television Game Show Format 20
1 Introduction - Why Teach Descriptive Chemistry? 20
2 Discussion - The “Jeopardy” Approach 23
3 Rules of the “Inorganic Jeopardy” Game 24
4 Advantages (and Disadvantages) of the Jeopardy Approach 26
5 Conclusion 26
Reference 26
Teaching Thermodynamic Relations Using a Story and Two-Dimensional Cartesian Coordinate System 27
1 Introduction 27
2 Methodology 28
3 Results and Discussion 32
4 Conclusion 33
References 33
Heralding Calamity of Global Warming and Chemistry Role Through a Chorus 34
1 Introduction 34
2 Methodology 35
3 Results and Discussion 36
4 Conclusion 37
References 37
Using the Arts and Computer Animation to Make Chemistry Accessible to All in the Twenty-First Century 38
1 Narrative 38
2 Examples of Student Projects 39
3 Summary 43
References 46
Chemical Potential from the Beginning 47
1 Introduction 47
2 Main Characteristics of the Chemical Potential 48
3 Reference Point and Values of Chemical Potentials 51
4 Application in Chemistry 53
5 Temperature and Pressure Dependence 55
6 Conclusion and outlook 60
References 61
The Chemistry of Carbenes and Their Metal Complexes: An Undergraduate Laboratory Experiment 62
1 Introduction 62
2 Methodology 64
3 Results and Discussion 65
4 Conclusion 67
References 67
SATL, Learning Theory, and the Physiology of Learning 69
1 Introduction 69
2 Constructivist Learning Theory 69
3 Concept Maps 70
4 Systemic Approach to Teaching and Learning (SATL) 72
5 Brain Function 75
6 Conclusion 77
References 78
A Rubric to Guide Curriculum Development of Undergraduate Chemistry Laboratory: Focus on Inquiry 79
1 Introduction 79
2 Methodology 80
3 Results and Discussion 81
3.1 Analysis of Laboratory Texts 82
3.2 Evaluation of Laboratory Curriculum 84
3.3 Modification of Laboratories 84
4 Conclusion 85
References 86
Investigating the Effectiveness of Computer Simulations in the Teaching of “Atomic Structure and Bonding” 88
1 Introduction 88
2 Methodology 90
2.1 Sample Description 90
2.2 Data Collection 91
1. Observation checklists 91
2. Students’ questionnaire 91
3. Student’s achievement tests 91
2.3 Description of the Software Used During the Study 91
3 Results and Discussions 95
3.1 Data Collected from Observation Checklists and Questionnaire 95
3.2 Data Collected from Students’ Achievement Tests 97
4 Conclusions 101
References 102
Networked Learning for an Online Coastal Zone Management Module 104
1 Introduction 104
2 The Online CZM Module 105
3 Networked Learning in CZM – Evaluation of Interactivity in CZM Forums 106
4 Results and Discussion 107
5 Conclusions 108
References 109
Moodle in Teacher Training 110
1 Introduction 110
2 I.*.Teach Innovative Teacher 110
3 Virtual Training Centers 112
4 Conclusion 115
References 116
SIA@SFU (Science in Action at Simon Fraser University) 117
1 Introduction 117
2 Methodology 118
2.1 Typical Day 118
3 Results and Discussion 118
3.1 Target Students 118
4 Experiences 119
5 Conclusion 120
References 120
Context and Chemistry Going Dutch? The Development of a Context-Based Curriculum in the Netherlands 121
1 Introduction 121
1.1 Not Enough Science Students in Europe 121
1.2 Dutch Analysis 122
1.3 Dutch Proposal 122
1.4 New Dutch Curriculum 122
2 Methodology 123
2.1 Design New Curriculum 123
2.2 Principles of the Designed Material 124
2.3 Basic Structure of Learning Lines 125
2.4 Experiment 127
3 Results and Discussion 127
3.1 Implementation of the Curriculum 127
3.1.1 In What Way Are Teachers and Students Coping with the New Curriculum? 127
3.1.2 Which Problems Arise and How Are They Solved? 128
3.1.3 How Does the Curriculum Fit in the School Organization? 128
3.2 Are the Basic Principles Observed? 129
3.2.1 Teacher as Designer of Education 129
3.2.2 Need to Know 129
3.2.3 Macro Micro 129
3.3 Results of the New Curriculum 129
3.3.1 Coherent Curriculum 129
3.3.2 Is The Curriculum Suited for All Teachers? 130
4 More Students 130
5 Evaluation 130
6 Conclusion 130
References 131
Using New Technologies in Teaching Chemistry 132
1 Multimedia Handbooks in Teaching Chemistry 132
2 Types of Animations in .The Interesting Chemistry. Handbook 135
2.1 Preliminary Animations Before Experiments 136
2.2 Animations Helpful in Drawing Conclusions from Experiments 136
2.3 Animations Explaining the Course of Experiments 137
2.4 Animations Helpful in Learning Reaction Mechanisms 138
2.5 Animations Aiding Modelling Skills 138
2.6 Animations Explaining the Problems of Environmental Chemistry 139
2.7 Animations Explaining Technological Problems 140
2.8 Animations Helpful in Knowledge and Abilities Check-Ups 140
2.9 Animations Facilitating Knowledge and Abilities Assessment 141
2.10 Educational Games Supporting Self-Checks 141
References 145
The Effectiveness of Lecture Demonstrations to Enhance Learning of Chemistry 146
1 Introduction 146
2 Methodology 147
3 Results and Discussion 150
4 Conclusion 151
References 151
The Use of Writing-Intensive Learning as a Communication and Learning Tool in an Inorganic Chemistry Laboratory Course 153
1 Introduction 153
2 Methodology 154
3 The Laboratory Notebook 154
4 The Laboratory Report Sheet 155
5 The Formal Laboratory Report 155
6 Other Writing Assignments 156
7 Results and Discussion 157
8 Conclusion 159
References 159
A Study on the Use of Concept Maps in the Teaching of ‘Chemical Periodicity’ at the Upper Secondary Level 161
1 Introduction 161
2 Methodology 162
2.1 Sample Description 162
2.2 Research Design 162
2.3 Data Collection Methods 170
2.3.1 Observation Checklists 171
2.3.2 Students’ Achievement Tests 171
2.3.3 Students’ Questionnaire 171
2.3.4 Interview 172
3 Results and Discussions 172
3.1 Data Gathered from Observation Checklists 172
3.2 Data Gathered from Students’ Achievement Tests 174
3.3 Data Gathered from Students’ Questionnaire 177
lExposure to concept maps 178
lStudents’ understanding of the general structure of a concept map 178
lStudents’ views on how concept maps have helped them in the learning process 178
lStudents’ preference for use of concept maps over other strategies 178
lRating the different ways of using concept maps as interesting or boring 179
lStudents’ views on the impact of the use of concept maps on learning 179
lStudents’ preference for hierarchy or spider concept maps 179
lStudents’ opinion about use of concept maps in other Chemistry topics 179
lUsing concept maps for revision purposes 179
Students’ own comments on the use of concept maps in the teaching of ‘Chemical Periodicity’ 180
3.4 Data Gathered from Interview 180
4 Conclusions 182
References 183
Non-Linear POGIL for Developing Cumulative Skills and Multidisciplinary Chemical Concepts for Non-Science and Chemistry Majors 185
1 Introduction 185
2 Background: Successful Introduction of Guided-Inquiry with Non-science Majors 186
3 Methodology: POGIL Activities Following a Traditional Conceptual Sequence 187
3.1 Student Outcomes with POGIL 188
3.2 Unaddressed Pedagogical Challenges 188
4 Expanded Methodology to Facilitate Cumulative Learning: An Improved Model of Repeated, Multi-concept, Guided-Inquiry Classr 189
5 Reorganization of Chemical Concepts and Reinforcement of Conceptual Discovery 190
6 Multi-skill, Multi-disciplinary Guided-Inquiry for Chemistry Majors 191
6.1 Assessing Student Achievement 193
7 Conclusions 194
References 195
Teaching Physical Chemistry in Disadvantaged Contexts: Challenges, Strategies and Responses 196
1 Introduction 196
2 Characterising Features of Physical Chemistry and Students’ Perceptions 197
3 The Context 198
4 Diagnoses and Documentation 199
4.1 Sources of Information and Presentation Criteria 199
4.2 Impacts of Language-Related Difficulties 200
4.2.1 The Usage of Words and the Building of Sentences 200
4.2.2 The Expression of Fundamental Method-Related Aspects 202
4.3 Impacts of Passive Memorisation and Passive Attitudes 206
4.4 Impacts of Inadequate Visual Literacy 208
4.5 Impacts of Inadequate Familiarity with Mathematics 209
5 Strategies and Responses 214
5.1 General Criteria in the Design of Strategies 214
5.2 Promoting Students’ Active Participation 214
5.3 Attempting to Address Language-Related Difficulties 215
5.4 Attempting to Address Mathematics-Related Difficulties 217
5.5 Fostering the Ability to Relate Theory and Observations 219
6 Discussion and Conclusions 219
References 220
Reduction in Chemical Oxygen Demand and Color Intensity of Dye-Contaminated Wastewaster Using Visible Irradiation and ZnO-Ass 223
1 Introduction 224
2 Methodology 226
2.1 Reagents 226
2.2 Photoreactor and Radiation Source 227
2.3 Procedure and Analysis 227
3 Results and Discussion 228
3.1 Decolorization of Lissamine Fast Yellow 228
3.2 Effect of ZnO 228
3.3 Effect of Dye Concentration 229
3.4 Estimation of Chemical Oxygen Demand and CO.2. During Dye Degradation 230
3.5 Logistics 230
3.6 Hazards 231
4 Conclusions 231
References 231
Designing Effective E-Learning Environments – Should We Use Still Pictures, Animations or Interactivity? 233
1 Introduction 233
1.1 Online Learning Module 234
2 Methodology 235
2.1 Participants 235
2.2 Study Design 236
2.3 Student Survey 236
2.4 Pre- and Post-Tests 236
3 Results 237
3.1 Student Survey 237
3.2 Academic Performance 239
3.2.1 CHEM1611 and CHEM1102 239
3.2.2 Chem1109 241
4 Discussion 243
5 Conclusion 244
References 245
Students’ Learning Styles and Academic Performance 246
1 Introduction 247
1.1 The Paragon of Learning Styles Inventory 248
2 Methods 249
3 Results and Discussion 249
3.1 Personality Traits or Types? 250
3.2 Academic Performance and the Extrovert–Introvert (EI) Dimension 252
3.3 Academic Performance and the Feeling–Thinking Dimension 253
3.4 Implications for Assessment Practice 254
4 Conclusions 256
References 257
Using Two-Dimensional Molecular Drawings to Evaluate Teachers’ Conceptual Change in Chemistry 260
1 Introduction 260
2 Theoretical Background 261
3 Research Methodology 265
4 Discussion of Results 266
4.1 Responses Obtained Prior to Working Through Scaffolding Material 266
5 Introducing Scaffolding Material 275
6 Discussion of Results 276
6.1 Responses Obtained After Introduction of Scaffolding Material 276
7 Conclusion 279
References 281
Using the Personalization Hypothesis to Design E-Learning Environments 283
1 Introduction 284
2 Methodology 285
2.1 Participants 285
2.2 Study Design – Large Group Versus Small Group 286
2.2.1 Participant Information Survey 286
2.2.2 Online Pre-laboratory Work Modules 286
2.2.3 Small Group – Additional Retention and Transfer Questions 287
2.2.4 Module Survey 288
2.2.5 In-Depth Interviews 288
3 Results 288
3.1 Large Group 288
3.1.1 Semester 2, 2005 288
Individual Questions from Pre-work 289
Gender 289
Language Background 290
3.1.2 Semester 1, 2008 290
3.1.3 Bridging Course 291
3.2 Small Group 291
3.2.1 Student Characteristics – Gender and Language Background 291
3.3 Module Survey and Interviews 291
4 Discussion 292
5 Conclusion 294
References 295
Calculation of Potential Energy in the Reaction of “F + HCl Æ HF + Cl” and its Visualization 296
1 Introduction 296
2 Procedure 297
2.1 Calculation Based on Quantum Chemistry 297
2.2 Production of Potential Surface 297
2.3 Production of CG Software 297
3 Results and Discussion 298
3.1 Optimization of States of Reactant and Product 298
3.2 Potential Energy (PE) Surface 299
3.3 Visualization with CG Animation 301
4 Conclusion 304
References 304
Indian Chemistry Olympiad Programme: Outcomes of the Decade 305
1 Indian Chemistry Olympiad Programme: Outline of the Programme 305
2 Performance of Indian Teams at IChOs 307
3 Resource Generation Camps (RGC) for Chemistry Teachers 308
4 National Initiative on Undergraduate Sciences Programme (NIUS) in Chemistry 308
5 Indian Association of Chemistry Teachers 310
6 Summary 310
References 310
Indian National Chemistry Olympiad Examination: Implications for Teaching and Learning of Chemistry 311
1 Introduction 311
2 Analysis of the INChO Papers 314
3 Conclusions 317
References 318
Laboratory Courses in Organic Chemistry: A Case Study 319
1 Introduction 319
2 Analysis of Organic Chemistry Laboratory Courses 320
2.1 Content 321
2.2 Weightage (w.r.t. time and marks) 322
2.3 Skills Related to Experiments 324
2.4 Changes in the Syllabi Over Time 325
3 Summary 325
References 326
Green Chemistry Initiatives Across the Undergraduate Curriculum 327
1 Introduction 327
2 Background 328
3 Methodology 329
3.1 Community Outreach 329
3.2 Teaching 329
3.3 Research 330
4 Results and Discussion 331
4.1 Results 331
4.2 Discussion 331
5 Conclusion 332
References 332
Education About the Use of Quantities, Units and Symbols in Chemistry: The Earlier the Better 333
1 Introduction 333
2 Symbols and Units for Quantities and Operators 334
3 Base Quantities and the SI as a Coherent System of Units 334
4 Physical Quantities and Quantity Calculus 335
5 Units outside the SI 336
6 Summary and Outlook 337
ICT and Reporting Skills in Chemical Engineering Education 339
1 Introduction 339
2 Methodology 340
3 Results and Discussion 342
4 Conclusions and Recommendations 344
References 345
Linear Free Energy Relationships (LFER) as a One-Hour Classroom Lecture for Postgraduate Students: Correlation of the Nature 346
References 354
What Makes a Good Laboratory Learning Exercise? Student Feedback from the ACELL Project 355
1 Introduction 356
1.1 ACELL: Promoting Effective Learning in the Laboratory 357
2 Methodology – The Student Learning Experience 359
3 Results and Discussion 360
3.1 Individual Experiments 360
3.2 Experiments Considered Collectively 363
4 Conclusions 365
References 365
Chemistry Education for Socially Responsible and Sustainable Development: What are the Challenges for a Developing Country? 369
1 Introduction 369
1.1 Have We Become the Victims of Our Own Progress? 369
1.2 Why Sustainable Development? 370
1.3 Education for Sustainable Development 371
2 Existing Practices of Secondary School Chemistry 371
2.1 What Do Students Think of the Secondary School Chemistry Education? 371
2.1.1 Insufficient Links with Everyday Life 372
2.1.2 Understanding of Chemistry 372
2.2 What Do the Cambridge ‘O’ and ‘A’ Level Syllabuses Prescribe? 373
2.3 What Does the Lower Secondary Chemistry Syllabus Prescribe? 374
2.3.1 Subject Matter 374
2.3.2 Exercises 374
2.3.3 Practical Activities 374
2.3.4 Everyday Relevance 374
2.3.5 Historical Perspective 374
2.4 Secondary School Chemistry 375
2.5 How Has Secondary School Chemistry Come to Assume Such a Narrow Role? 375
3 The Challenges for Chemistry Education for Socially Responsible Sustainable Development 376
3.1 Our Priority Is to Prepare for the Examination 376
3.2 Physical Facilities 377
3.3 Logistics Override Pedagogy 377
3.4 Child Is at the Centre of Education 377
3.5 Management of Learning 377
3.6 Inadequate Language Skills 377
4 Recommendations 378
4.1 Recognise the Differences Between Chemistry and School Chemistry 378
4.2 Address the ‘Excess Baggage’ 379
4.3 Examinations 379
4.4 Best Practices 380
4.4.1 Learner-Centered Approach 380
4.4.2 Context-Based Approach 380
4.4.3 De-emphasising Memorisation and Encouraging Critical Thinking 380
4.4.4 Practical Work 381
4.4.5 Introduction of Formative Assessment 381
4.4.6 Classroom Discussions and Projects 381
4.4.7 Ict 381
5 To Conclude 381
Appendix 382
Sample of the Research Study 382
References 383
Associative Learning Through Art Activities 385
1 Introduction: The Chemist Who Could Draw 385
2 The Problem of a Contemporary Chemist: How Do You Talk About What You Do Not Know? 386
3 In Practice 386
3.1 Natural Science Preparatory Year 388
3.1.1 Conclusions 388
3.2 The Ph.D. Program 389
3.2.1 Conclusions 389
3.3 Semester Seven in the Chemical Engineering Program 389
3.3.1 Background 389
3.3.2 The Relationship Between Real Space and the Reciprocal Space 390
Description 390
Results 391
3.3.3 Kikuchi Lines 391
Descriptions 391
Results 392
3.3.4 Conclusions 394
4 Concluding Thoughts 396
References 398
Self-Reflection on Professional Competences in the Master Program for Chemical Engineers 399
1 Introduction 399
2 Methodology 400
2.1 Group Divisions and Self-reflection Guidelines 400
3 Grading of the Student’s (Academic) Performance 401
4 Grading Self-reflection Reports 401
5 Results and Discussion 402
6 Conclusions 404
7 Recommendations 405
Appendix A - Criteria for Grading of the Student by the Company 405
Appendix B – Criteria for Grading the Self-reflection Reports 406
References 406
The NAWIlino-Box – A Science Exploration Kit and Its Use in Practical Teacher Training 408
1 Introduction 408
2 Motivation for Developing the NAWIlino-Box 409
3 The Topics 409
4 Experiment Worksheets 411
5 The NAWIlino-Box and Its Physical Setup 412
6 Handling in Class 412
7 Professional Training for Primary School Teachers 414
8 Evaluation 414
9 Results 415
10 Short Discussion of the Results 416
Assessment of Mercury Pollution at Mare Chicose Landfill in Mauritius 418
1 Introduction 418
Literature Review 420
2.1 Mercury and its Compounds 420
2.2 Fate of Mercury in the Environment 420
2.3 Legislations Relative to Mercury in Mauritius 420
3 Methodology 421
4 Results and Discussion 422
5 Results for Mercury Concentrations in Leachates 423
6 Results for Mercury Concentrations in Landfill Gas 423
7 Conclusion 424
8 Recommendations and Future Works 425
References 426
Index 427