Permasalahan yang dihadapi putra-putri Warga Negara Indonesia (WNI) di Malaysia adalah kesenjangan sosial, akses terhadap pendidikan, dan rasa keterlibatan masyarakat. Sanggar Bimbingan Sentul ...sebagai mitra menyediakan fasilitas belajar bagi anak-anak WNI untuk menyelesaikan tiga permasalahan utama tersebut. Kami menggagas penerapan program MAWIRAKI (Matahari Kewirausahan Kimia) dengan program studi kimia dan kewirausahaan melalui hibah Pengabdian Kemitraan Luar Negeri (PKLN) Universitas Negeri Malang (UM). Program ini terintegrasi dengan pelatihan komputer dengan program MS-Word dan Paint, eksperimen kimia kehidupan sehari-hari, dan seni kerajinan batik. Hasil proses pembelajaran anak-anak WNI menunjukkan bahwa 18 orang siswa menyukai program Paint dan 10 orang siswa menyukai program MS Word pada saat pelatihan komputer. Eksperimen "Di Mana Vitamin C" mendapat dukungan dari 17 siswa, yang menyoroti minat dalam studi kimia. Kegiatan tersebut melibatkan batik ecoprint dan jumput yang mendapat respon positif, 15 siswa menyukai batik jumputan dan 11 siswa memilih batik ecoprint. Data minat anak-anak WNI selama proses pembelajaran sebagai landasan dan semangat kami mengembangkan program untuk menggali potensi kewirausahaan dan kreativitas generasi muda.
In this research, it is aimed to evaluate the studies using analogy method in the field of Chemistry Education published between 2005-2023 with the meta-synthesis method. Google Akademik, Dergipark, ...Ulakbim and YÖK-National Thesis Center databases were searched, and sixteen open access, free and full text accessible articles and seven theses were included in the study. It has been determined that the analogy method is effective in increasing academic achievement and reducing misunderstandings. It was noted that the mixed research method was used more, test and interview forms were mostly preferred as data collection tools, and t-test, ANOVA and content analysis were mostly used from data analysis methods. It was determined that the studies on analogy were mostly in 2010 and 2013, and analogies were mostly used in the subjects of Chemical Equilibrium and Chemical Bonds. It has been concluded that simple and verbal analogies are mostly used in chemistry textbooks and analogies are not used as a final organizer. In order to avoid misunderstandings about analogies to be used in studies, it may be recommended to specify the limitations or different aspects of analogies, to conduct pilot studies before the implementation, and to inform teachers about analogies through in-service training.
Chemophobia: A systematic review Rollini, Ruggero; Falciola, Luigi; Tortorella, Sara
Tetrahedron,
05/2022, Volume:
113
Journal Article
Peer reviewed
“Chemicals are like people – some are good, some are bad, and most are in between” (Whitcombe, 2019). Unfortunately, chemicals perception in modern society is way more complex than this excellent ...metaphor. Chemophobia is one of the results of this complexity. By asking and answering direct questions as: What is it? When is it born? How bad is it? Why is it so pervasive? How to solve it? A systematic literature review on chemophobia has been carried out and its results are hereby reported. We hope this review will pave the way for a better understanding of the chemophobia phenomenon, and possible measures to contrast it.
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One way of triggering students’ interest in chemistry is making chemistry education more meaningful. Four characteristics of meaningful chemistry education (MCE) were identified in projects that ...involved a redesign of curriculum materials: daily life context, the need-to-know principle, students’ input, and the macro–micro connection. Chemistry education has struggled with the implementation of meaningful learning. A possible solution might be the use of immersive virtual reality (IVR) in chemistry classrooms, a promising tool to support students’ meaningful learning. IVR can be described as a computer simulation that provides an interactive simulated virtual environment, while the user wears a head mounted display and can experience immersion and presence in a virtual environment. The aim of this study was to explore features of IVR to support MCE at a secondary school level. A systematic literature search was done, experts were consulted, and animation- and 360°-IVR lessons were designed and tested in classrooms. Features that could support MCE found in both animation-IVR and 360°-IVR were: the application of the characteristics of MCE, the necessity of a storyboard, difficulties in realizing interactive visualization, and positive student experiences. These features can be used to design future IVR lessons to support MCE. Features needing careful consideration since they are different for 360°-IVR and animation-IVR are the need for a professional designer, the degree of interactivity, and classroom use with all students at the same time.
There were difficulties with the pandemic-related chemistry practicum learning. Therefore, a study of these issues is required. A virtual laboratory is one existing solution. This research seeks to ...identify the current Android VL trend. How does Android VL support chemistry education's scientific method? Do pupils now possess any new skills due to utilizing VL Android? This study is a case study. 237 Android Apps were found in the search results and categorized as Apps Virtual Laboratory (VL). The results of the selection produced 118 Apps. The study's findings indicate that chemical reactions are generally the focus of the VL, primarily created by the British state. It would be ideal to combine VL and lab practicum learning, as this would enable students to be better prepared for fieldwork in the real world and boost student self-efficacy and instructor teaching motivation.
The analogy is a valuable pedagogical tool for educators because, by using an analogy, abstract concepts in chemistry can be explained effectively. Therefore, prospective educators need to understand ...analogies. This qualitative descriptive study aims to analyze and describe the analogy used by chemistry education students on the concept of chemical bonds. The test instrument used the form of 10 open-ended questions been validated by anexpert. The results showed three types of analogies: simple analogies, enriched analogies, and extended analogies. This analogy is still single, with the lowest average percentage in the extended analogy type of 5%, while the enriched analogy type is at a percentage of 24%. The analogy type mostly used by students is a simple analogy type with an average percentage of 31 % , and as much as 40% of students do not analogize the existing concept of chemical bonds.
The idea that chemical knowledge can be represented in three main ways: macro, submicro, and symbolic (chemistry triplet) has become paradigmatic in chemistry and science education. It has served ...both as the base of theoretical frameworks that guide research in chemical education and as a central idea in various curriculum projects. However, this triplet relationship has been the subject of different adaptations and reinterpretations that sometimes lead to confusion and misunderstanding, which complicates the analysis of the triplet's nature and scope. Thus, the central goal of this paper is to describe some of the existing views of the triplet relationship in chemistry and science education and critically analyse their underlying assumptions. We also propose a general structure of our chemistry knowledge intended to better situate the chemistry triplet in relationship with the different types, scales, dimensions, and approaches that seem to characterise such knowledge. Our proposed model may be useful in the analysis, evaluation, and reflection of educational research results and teaching practices centred on the triplet relationship.
