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The unexpected closure of educational institutions as a result of the emergence of COVID-19 prompted the authorities to suggest adopting alternatives to traditional learning methods. E-learning is an innovative approach for delivering electronically mediated, well-designed, learner-centred interactive learning environments by utilizing internet and digital technologies with respect to instructional design principles. This paper presents the implementation and prototyping of an innovative web-based e-learning platform for chemistry course known as Al-Chemy. Al-Chemy was developed for foundation students at Tahmidi Centre, Universiti Sains Islam Malaysia. The rapid application development (RAD) methods have been used in developing Al-Chemy through website wix.com. Al-Chemy was structured with interactive notes, animation, virtual experiment, quizzes, and games. The combination of these activities helps students in learning basic and advanced concepts of chemistry.

RESUMO: Este estudo tem o objetivo de investigar como está sendo conduzido o processo de avaliação baseada no uso de jogos digitais no ensino de química, a partir da análise da produção acadêmica publicada em bases de dados eletrônicas. Para isto, a coleta de dados se deu por meio de uma Revisão Sistemática da Literatura, desenvolvida entre o período de 2011 a 2021 nas bases SCOPUS, Web of Science, ACS Publications e Portal de Periódicos CAPES. Foram coletados 49 artigos e a análise foi feita sob a perspectiva da análise de conteúdo. Os resultados evidenciaram uma maior frequência de trabalhos que buscaram avaliar questões referentes ao funcionamento do jogo e deixaram de lado questões sobre a avaliação que pudessem atestar se houve algum aprendizado durante o jogo digital. RESUMEN: Este estudio tiene como objetivo investigar cómo se lleva a cabo el proceso de evaluación basado en el uso de juegos digitales en la enseñanza de la química, a partir del análisis de la producción académica publicada en bases de datos electrónicas. Para ello, la recolección de datos se realizó a través de una Revisión Sistemática de Literatura, desarrollada entre el período de 2011 a 2021 en las bases de datos SCOPUS, Web of Science, ACS Publications y Portal de Periódicos CAPES. Se recogieron 49 artículos y el análisis se realizó desde la perspectiva del análisis de contenido. Los resultados evidenciaron una mayor frecuencia de trabajos que buscaban evaluar cuestiones relacionadas con el funcionamiento del juego y dejaban de lado preguntas sobre la evaluación que pudieran atestiguar si hubo algún aprendizaje durante el juego digital. ABSTRACT: This study aims to investigate how the assessment process based on the use of digital games in chemistry teaching is being conducted, based on the analysis of academic production published in electronic databases. For this, data collection took place through a Systematic Literature Review, developed between the period from 2011 to 2021 in the SCOPUS, Web of Science, ACS Publications and Portal de Periódicos CAPES databases. 49 articles were collected and the analysis was carried out from the perspective of content analysis. The results showed a greater frequency of works that sought to evaluate issues related to the operation of the game and left aside questions about the evaluation that could attest if there was any learning during the digital game.

Generation and control of humidity in a testing environment is crucial when evaluating a chemical vapor sensor as water vapor in the air can not only interfere with the sensor itself, but also react with a chemical analyte changing its composition. Upon constructing a split-flow humidity generator for chemical vapor sensor development, numerous issues were observed due to instability of the generated relative humidity level and drift of the humidity over time. By first fixing the initial relative humidity output of the system at 50%, we studied the effects of flowrate on stabilization time along with long term stability for extended testing events. It was found that the stabilization time can be upwards of 7 h, but can be maintained for greater than 90 h allowing for extended experiments. Once the stabilization time was known for 50% relative humidity output, additional studies at differing humidity levels and flowrates were performed to better characterize the system. At a relative humidity of 20% there was no time required to stabilize, but when increased to 80% this time increased to over 4 h. With this information we were better able to understand the generation process and characterize the humidity generation system, output stabilization and possible modifications to limit future testing issues.

Understanding the forces and chemical bonds that hold together substances is as challenging as it is fundamental for students’ comprehension of more advanced concepts in chemistry. What mainly impedes students’ learning about chemical bonding is overgeneralization: Typically, students neglect the differences between covalent, ionic, and metallic bonds and apply the model of covalent bonding to all bonding situations. This overgeneralization was confirmed by our assessment of university science undergraduates’ knowledge before attending lectures. 40 % of these students (N = 1946) wrongfully assumed the existence of molecules in sodium chloride, an ionic compound. The assessment further revealed the prevalence of uncertainties concerning the differences between chemical bonds and intermolecular forces. Thus, to foster students’ ability to keep the differences between these similar concepts in mind, we designed teaching materials containing multiple comparing and contrasting activities (23 lessons), introducing the three types of chemical bonds simultaneously. In a pre- and post-test classroom intervention study at Swiss Gymnasiums (N = 326, grade 10) the materials’ effectiveness was evaluated. Comparing and contrasting activities fostered students’ conceptual understanding more strongly (d = 1.05, CI95[0.78; 1.31]) and were better suited to promote conceptual change than the regular sequential introduction of the different bonding types. Additionally, the same teaching materials were used in a seven-lesson university preparatory course (N = 296). Science students’ conceptual understanding increased strongly (d = 2.44, CI95[2.21; 2.66]), and the frequency of misconceptions was reduced drastically from pre- to post-test (0.81 < d < 2.24). This study will help inform chemistry educators about students’ main challenges when learning about chemical bonds and provides a more effective and classroom-evaluated approach how to teach chemical bonding with increased and sustainable learning gains., Zu verstehen, was Atome in Stoffen zusammenhält, ist für viele Schülerinnen und Schüler eine grosse Herausforderung. Ein vertieftes Verständnis der chemischen Bindung und der zwischenmolekularen Kräfte bildet jedoch die Grundlage, um im Chemieunterricht komplexere Themen behandeln zu können. Das grösste Hindernis stellt dabei die Tendenz zur Übergeneralisierung dar: Typischerweise vernachlässigen Lernende die Unterschiede zwischen kovalenten, ionischen und metallischen Bindungen und wenden das Modell der kovalenten Bindung auf alle Bindungssituationen an. Diese Tendenz zur Übergeneralisierung konnte durch die Untersuchung des Verständnisses angehender Naturwissenschaftsstudierender (N = 1946) vor dem Besuch von Universitätsvorlesungen bestätigt werden. 40 % der Studierenden nahmen beispielsweise fälschlicherweise an, dass Natriumchlorid (eigentlich eine ionische Verbindung) aus Molekülen aufgebaut ist. Die Untersuchung zeigte zudem, dass auch nach dem Unterricht zu chemischen Bindungen auf der Gymnasialstufe weiterhin Unsicherheiten beim Unterscheiden von chemischen Bindungen und zwischenmolekularen Kräften weit verbreitet sind. Um die Fähigkeit der Lernenden zu fördern, die Bindungsarten besser auseinander zu halten, haben wir deshalb eine Unterrichtseinheit von 23 Lektionen entwickelt, die viele vergleichende und kontrastierende Aufgaben enthält. Im Unterschied zu herkömmlichen Lernmaterialien werden die Bindungsarten bei diesem Ansatz bereits am Anfang gleichzeitig eingeführt. Zudem werden bei der Behandlung der einzelnen Bindungsarten stets die Unterschiede zu den anderen Bindungsarten hervorgehoben. In einer quasi-experimentellen Vergleichsstudie an Schweizer Gymnasien (N = 326, 10. Klassenstufe) wurde die Lernwirksamkeit dieser Unterrichtsmaterialien untersucht. Dabei zeigte sich, dass im Vergleich zur herkömmlichen sequentiellen Behandlung der Bindungsarten das vermehrte Vergleichen und Kontrastieren die Schülerinnen und Schüler stärker beim Aufbau von konzeptuellem Verständnis unterstützt (d = 1.05, CI95[0.78; 1.31]). Zusätzlich wurden die Lernmaterialien in einem kurzen Repetitionskurs für angehende Naturwissenschaftsstudierende eingesetzt (N = 296). Während sich das konzeptuelle Verständnis der Studierenden nach den sieben Lektionen stark verbesserte (d = 2.44, CI95[2.21; 2.66]), konnte die Häufigkeit von Fehlkonzepten im Vergleich zum Vortest deutlich reduziert werden (0.81 < d < 2.24). Mit diesen Materialien wird Lehrpersonen daher ein Ansatz zur Verfügung gestellt, mit dem sie chemische Bindungen und zwischenmolekulare Kräfte lernwirksam und nachhaltig unterrichten können.

The text presents a semiotic analysis between two media modes (anime and manga) of an episode of the manga Dr. Stone. The analysis uses Peirce's semiotics to develop an exercise opposingthe concept of Intermediality formulated by Lars Elleström andexploring possible inconsistencies about the existence of "pre-semiotic" modalitieslocated in the material, sensorial and space-time aspects of the modalities of media. Taking asreference the use of Dr. Stone in chemistry teaching situations, we point out as a resultthat the ten-class system, integrated to the concept of Semiosis in Peirce, offers the possibility of expanding, in a measure not yet completely delimited, the positions of Intermedial action. The proposal is to offer an alternative to overcome the restriction of the semiotic space of media in relation to objects, as treated by Elleström, who only recognizes in iconicity, indexicality and symbolism his “main traits”.

Real chemical experiments may be dangerous or pollute the environment; meanwhile, the preparation of drugs and reagents is time-consuming. Due to the above-mentioned reasons, few experiments can be actually operated by students, which is not conducive to the chemistry learning and the phenomena principle understanding. Recently, due to the impact of Covid-19, many schools adopt online teaching, which is even more detrimental to students’ learning of chemistry. Fortunately, MR(mixed reality) technology provides us with the possibility of solving the safety issues and breaking the space-time constraints, while the theory of human needs (Maslow’s hierarchical needs) provides us with a way to design a comfortable and stimulant MR system with realistic visual presentation and interaction. The paper combines with the theory of human needs to propose a new needs model for virtual experiment. Based on this needs model, we design and develop a comprehensive MR system called MagicChem, which offers a robust 6-DoF interactive and illumination consistent experimental space with virtual-real occlusion, supporting realistic visual interaction, tangible interaction, gesture interaction with touching, voice interaction, temperature interaction, olfactory interaction and virtual human interaction. User study shows that MagicChem satisfies the needs model better than other MR experimental environments that partially meet the needs model. In addition, we explore the application of the needs model in VR environment. Supplementary Information The online version contains supplementary material available at 10.1007/s10055-021-00560-z.

Considering the bicentenary of Brazil’s Independence in 2022 and that this year was proclaimed by UNESCO as the International Year of Basic Sciences for Sustainable Development, in mid-2021 the Brazilian Chemical Society (SBQ) launched the “Post 2022 Chemistry Movement - Sustainability and Sovereignty”, with the main goal of promoting different activities so that chemistry contributes for the sustainable development and sovereignty of Brazil in the coming years. One of these activities is the proposal of an action plan, with goals to be achieved by 2030 and 2050. This article describes in detail how this action plan was formulated by a working group, with the help of an advisory council and interviews of 18 professionals from universities, the government, industries, the third sector and other organizations. Mimicking the Agenda 2030 SDGs, the resulting action plan is based on two broad Chemistry Sustainable Development Goals: promoting sustainability through chemistry in basic education, and promoting sustainability in the industry and university through science, technology, innovation, and education (STI&E) in chemistry. After the definition of three driving technological challenges in STI&E, they shall be successively implemented through different actions starting in 2023 yet.

Representative Chemical Oxide Demand (abbreviated: COD) values of Sumida River's water and its variation factors of student's experiment of junior high and high school science teacher candidate course students (30 students) of the Department of School Education, Teikyo University of Science, were discussed in this article. First, effective method of measurement and calculated results were shown and then contributing factor of error was considered from student's reports and questionnaire results. Student's experimental results showed significant difference by tidal movement. As explanation of the relationship between chemical experiment and natural phenomenon would stimulate student's interests of science, student's surrounding living environment might be used for effective science education material for students. Each student group's COD measurement results showed significant error span. For getting better results, itwould be necessary to accurate operation, such as solution adjustment and titration procedures. Though questionnaire results showed almost positive opinion, easier understandable textbook and appropriate explanation through experimental class would be necessary to give useful knowledge about chemistry to students.

Die Förderung von wissens- und fähigkeitsbezogenen Aspekten der Diagnose von individuellen fachlichen Lernendenvorstellungen ist ein wichtiger Bestandteil vieler universitärer Fachdidaktiken. Unter Anwendung des Planungsrahmens der Didaktischen Rekonstruktion wurde daher eine Seminarkonzeption exemplarisch für die chemiedidaktische Lehre entwickelt und durchgeführt. In diesem Beitrag werden entsprechend zwei Ziele verfolgt: Einerseits wird eine Seminarkonzeption vorgestellt, welche zur Förderung der Diagnosefähigkeiten angehender Lehrkräfte beitragen soll und welche auch von weiteren Fachberei-chen verwendet werden kann, in denen Lernendenvorstellungen eine zentrale Rolle spielen. Andererseits wird die konkrete Anwendung der Didaktischen Rekonstruktion zur Planung dieses Seminars exemplarisch vorgestellt. Im Rahmen dieses Beitrags werden außerdem Evaluationsergebnisse aus zwei Umsetzungen des Seminars präsentiert. Diese zeigen, dass die Studierenden ihr diagnostisches Wissen sowie ihre diagnostischen Fähigkeiten im Rahmen des Seminars verbessern können. Auch ihre Perspektive hinsichtlich der Bedeutung von Lernendenvorstellungen für ihren späteren Unterricht entwickelt sich hin zu einer wertschätzenden Variante. Durch die Konfrontation mit alternativen Lernendenvorstellungen beginnen die Studierenden, kritisch ihr eigenes Fachwissen zu reflektieren, und ziehen Parallelen zwischen ihren persönlichen Lernprozessen und denen der Schüler*innen. In einem Ausblick werden Anknüpfungspunkte für kommende Lehrveranstaltungen skizziert., The development and training of skills enabling pre-service teachers (PSTs) to diagnose students’ conceptions is an important aspect of university teacher education. In order to achieve this goal, a course concept using the Model of Educational Reconstruction as a scaffold was created and tested at the University of Hannover in the field of chemical education. The goal of this article is therefore twofold: Firstly, a course concept for the development and training of pre-service teachers’ diagnostic skills will be presented. Secondly, the concrete use of the Model of Educational Reconstruction for establishing a course will be outlined. PSTs’ feedback and evaluation from two years show that PSTs’ knowledge and abilities regarding students’ conceptions increase during the course. Furthermore, PSTs’ perception of students’ conceptions as well as their critical role for learning change towards an appreciating perspective. When confronted with alternative conceptions, PSTs begin to reflect critically on their own content knowledge and draw parallels between their personal learning processes and those of the students. In addition, starting points for future courses are outlined.

A pesquisa tem grande potencial formativo e é com a elaboração do trabalho de conclusão de curso que muitos dos licenciandos têm sua primeira experiência como professor-pesquisador. Nesta perspectiva, este trabalho tem como objetivo identificar as linhas temáticas do Ensino de Química e os conteúdos específicos presentes em trabalhos de conclusão de curso da Licenciatura em Química da Universidade Federal do Recôncavo da Bahia e seus reflexos para a formação do professor-pesquisador. Para obter tais dados, foram investigados os conceitos químicos estruturantes e as linhas temáticas da Educação Química presentes em trinta e seis monografias de Licenciatura em Química defendidas no período de 2014 a 2018. O método de análise utilizado foi a análise de conteúdo. A partir dos dados obtidos foi possível constatar que a linha experimentação no Ensino de Química é a que possui uma maior quantidade de pesquisas. Em relação aos conceitos químicos estruturantes, Funções Orgânicas é o mais citado. Desta maneira, além de conhecer as tendências das pesquisas realizadas na Licenciatura em Química deste curso em específico, este trabalho apresenta o potencial que a monografia tem no processo de formação do pesquisador, além de proporcionar mais estudos e compreensões sobre as pesquisas realizadas na área de Ensino de Química., La investigación tiene un gran potencial formativo y es con la elaboración del trabajo de conclusión de curso que muchos de los estudiantes de grado tienen su primera experiencia como profesor-investigador. En esa perspectiva, este trabajo tiene como objetivo identificar las líneas temáticas de la Enseñanza de la Química y los contenidos específicos presentes en los trabajos de conclusión de la Licenciatura en Química de la Universidad Federal del Recôncavo da Bahia y sus reflejos para la formación del profesor-investigador. Para obtener tales datos, se investigaron los conceptos químicos estructurantes y las líneas temáticas de la Educación Química presentes en treinta y seis monografías de la Licenciatura en Química defendidas entre 2014 y 2018. El método de análisis utilizado fue el análisis de contenido. A partir de los datos obtenidos, se pudo comprobar que la línea de experimentación en Enseñanza de la Química es la que tiene mayor cantidad de investigación. En relación al estructurantes, Funciones Orgánicas es el más citado. De esta forma, además de conocer las tendencias de investigación que se realizan en la Licenciatura en Química de este curso en especifico, este trabajo presenta el potencial que tiene la monografía en el proceso de formación del investigador, además de aportar más estudios y comprensiones sobre la investigación realizada en el área de la enseñanza de la Química., Research has great training potential, and it is with the preparation of the course conclusion work that many of the undergraduates have their first experience as a teacher-researcher. In this perspective, this work aims to identify the thematic lines of the Teaching of Chemistry and the specific contents present in the conclusion works of the Degree in Chemistry of the Universidade Federal do Recôncavo da Bahia and its reflexes for the formation of the teacher-researcher. To obtain such data, the structuring chemical concepts and thematic lines of Chemical Education present in thirty-six Chemistry Degree monographs defended from 2014 to 2018 were investigated. The analysis method used was content analysis. From the data obtained, it was possible to verify that the experimentation line in Chemistry Teaching is the one that has a greater amount of research. Regarding structuring chemical concepts, Organic Functions are the most cited. In this way, in addition to knowing the trends of research carried out in the Degree in Chemistry of this specific course, this work presents the potential that the monograph has in the process of training the researcher, in addition to providing more studies and understandings about the research carried out in the area of Chemistry teaching.

Puferi su važni za mjerenje i održavanje vrijednosti pH koje je ključno u mnogobrojnim svakodnevnim znanstvenim i industrijskim djelatnostima. Stoga, cilj ovoga teksta je razjasniti fizikalno-kemijske parametre na kojima počivaju puferi. Obrađeno je kako se i zašto provodi umjeravanje članka za mjerenje pH. Navedeno je koji se problemi mogu pojaviti tijekom mjerenja pH i kako te probleme riješiti. Rad se bavi primjenom stečenog znanja u nastavi, kao i njihovom provjerom kroz primjere i računske zadatke. Navedenim praktičnim primjerima olakšano je usvajanje temeljnih pojmova vezanih uz pH i pufere. Tako je obrađeno kako pravilno definirati pH, što je Henderson-Hasselbalchova jednadžba i koja su joj ograničenja, kako vizualno provjeriti djelovanje pufera, koja je povezanost Le Chatelirova načela i pufera, o čemu treba voditi računa prilikom mjerenja pH. Među ostalim, navedena je i važnost utjecaja temperature kod umjeravanja pH-članka, mjerenja pH uzorka, ali i iskazivanja vrijednosti pH. Na kraju, navedeno je kako unaprijediti stečena znanja i vještine kroz pitanja povezana s vrijednostima pH i puferima. Ovo djelo je dano na korištenje pod licencom Creative Commons Imenovanje 4.0 međunarodna., Buffers are of high importance for pH measurement and control, which is crucial in many everyday scientific and industrial activities. The aim of this article was to elucidate the physicochemical parameters of buffers. Explained are the process and background of pH electrode calibration, as are described the problems that may arise in pH measurement, and their solutions. The focus of this article is the application and assessment of this knowledge in education through examples and numerical problems. The practical examples facilitate the learning of basic concepts related to pH and buffers. We clarify the correct definition of pH value, the Henderson-Hasselbalch equation and its limitations, the use of visual indicators with buffers, the connection between Le Chatelier’s principle and buffers, and what is important in pH measurement. A special mention is given to the influence of temperature in pH electrode calibration, pH measurement, and expressing the pH value. Finally, we suggest how to further improve the students’ knowledge and skills through questions on problems related to pH value and buffers. This work is licensed under a Creative Commons Attribution 4.0 International License.

Primjena specijalne teorije relativnosti u kemiji nije česta; potreba za njom javlja se tek pri proračunu svojstava teških atoma, u kojima se elektroni gibaju relativističkim brzinama. U članku su dati primjeri objašnjenja osebujne boje zlata, niskog tališta žive, boje bizmutovih i olovnih spojeva, utjecaja relativističke korekcije na proračun oblika klastera zlata, duljine veza u spojevima 11. skupine i lantanoida te napona olovnog akumulatora i baterije Zn/HgO. Usto su prikazane osnove specijalne teorije relativnosti i kvantne kemije. Ovo djelo je dano na korištenje pod licencom Creative Commons Imenovanje 4.0 međunarodna. This work is licensed under a Creative Commons Attribution 4.0 International License., Application of Einsteinʹs special theory of relativity in chemistry seems to be superfluous; energies are too low. The average velocity of electron in hydrogen atom (1s1) is 1/135 c, making its actual mass only 26,6 ppm larger than the rest of the mass. However, for heavier elements (about Z > 60), relativistic effects have to be taken into account and, more than that, many phenomena cannot be explained without ascribing a new mass to electrons, in accordance with Einsteinʹs theory. In this paper, such phenomena are described: colour of metallic gold and Bi and Pb compounds, low melting point of mercury, contraction of Ln-X bond of lanthanoide trihalides, voltage of lead-acid and Zn/HgO battery, and the shape of gold clusters. In addition, essentials of Einsteinʹs theory and quantum chemistry are presented, as well as the problems concerning the validity of Lavoisierʹs law. This work is licensed under a Creative Commons Attribution 4.0 International License.

While there is much of the last two years we may wish to forget, it is imperative that we share our pandemic chemistry teaching experiences.

Svi organski spojevi su ugljikovi spojevi, ali svi ugljikovi spojevi nisu organski spojevi. Prema kojim kriterijima treba odvojiti područja organske i anorganske kemije? Odgovor nudi razlikovanje prema osnovnim fizikalnim i kemijskim svojstvima te prema oksidacijskom stanju ugljika. Mali oksidacijski broj ugljika (OB ≤ 0) u organskim spojevima, “reducirani ugljik”, čini ih zapaljivima i podložnima karbonizaciji. Na kraju se vidi da se razlikovanje organske i anorganske kemije temelji više na konvenciji i tradiciji negoli na suštinskoj razlici tih dviju grana kemije., All organic compounds are carbon compounds, but all carbon compounds are not organic compounds. Which are criteria to distinguish the two classes of compounds and therefore organic from inorganic chemistry? The answer lies in the difference of physical and chemical properties, of which carbonization is of utmost importance; organic compounds should be labelled as “carbogens” (Corey). The second criterion is the difference in oxidation state of carbon – in organic compounds it is “reduced” (OS ≤ 0). Historical analysis shows, however, that the term “organic substance” has changed its meaning (from “belong to organic (organized) body” to “carbon compound”) and that the difference between the two branches of chemistry is basically conventional.

Kemija je, kao i arhitektura, sintetička djelatnost: imajući u vidu funkciju budućeg proizvoda, one pronalaze konstrukcijska rješenja da bi postigle željenu formu. Razlika je, dakako, u njihovom objektu, jer arhitektura dizajnira građevine, a kemija molekule, njegovoj veličini (makroskopskoj – submikroskopskoj), fizičkoj naravi (klasični fizički sustav – kvantni sustav) i, najvažnije, u silama s kojima se dizajner (arhitekt, kemičar) hvata u koštac (gravitacija – elekromagnetske interakcije). U radu su dati primjeri inspiracije arhitekata kemijskim strukturama (Atomium) te primjene načela kemijske strukture u arhitekturi (geodetske kupole R. B. Fullera). Ovo djelo je dano na korištenje pod licencom Creative Commons Imenovanje 4.0 međunarodna., Chemistry, as well as architecture, are synthetic disciplines; keeping in mind the function of a final product, they attempt to find construction solutions to obtain a desired shape. There is certainly a difference in the object of design, as architecture is aimed at the design of buildings, and chemistry at the design of molecules, the size of their objects (macroscopic vs. submicroscopic), their nature (classical-physical systems vs. quantum systems) and, most importantly, they differ in forces a designer has to cope with (gravitation vs. electromagnetic interactions). This paper presents examples of architectural projects inspired by chemical structures (Atomium), as well as the application of chemical principles in architecture and construction of geodesic domes, devised by American architect Richard Buckminster Fuller (1895–1983). This work is licensed under a Creative Commons Attribution 4.0 International License.

This thesis deals with the study of skill sets which the students acquired prior to attending the Faculty of Education at Charles University, specifically the Department of Chemistry and Chemistry Education, and how their knowledge of the subject improved after attending the Chemistry Calculations course, specifically in the 2020/2021 winter semester. In the first part of this thesis, where the theoretical standpoints are established, the thesis deals with the research of chemistry calculations wherein, for example, the students' issues regarding these calculations are outlined. Additionally, this part includes the includes the position of chemical calculations inside curriculum documents (RVP ZV, RVP G and RVP SOV) and how they are accepted and used directly in elementary and high schools. The second, practical, part studies the students' ability to solve chemical calculations after attending high school. The study was carried out by entrance exams. Not only was the success rate observed, but also the reasons of success or failure were examined. In the subsequent section of the study, a similar entrance exam was given out to students who have attended the Chemistry Calculations course, which delivered insight into whether the course improved the knowledge of the students on this subject. All...

Ugljik i silicij su slični elementi jer pripadaju istoj 14. (4B) skupini periodnog sustava, pa se često ne samo u znanstveno-fantastičnim djelima nego i u ozbiljnijoj znanstvenoj literaturi spominje mogućnost da bi se izvanzemaljski život mogao temeljiti i na siliciju. U radu su uspoređena fizičko-kemijska svojstva ugljika i silicija kao elementarnih tvari te njihovih spojeva (alkani – silani, ciklički ugljikovodici – ciklosilikati, heterociklički spojevi – alumosilikati). Uvid u njihovu geokemiju pokazao je međuovisnost kruženja ugljika i silicija, a usporedba leda (H2O) i kremena (SiO2) ukazala na sličnost ta dva minerala. Ovo djelo je dano na korištenje pod licencom Creative Commons Imenovanje 4.0 međunarodna., Carbon and silicon are similar chemical elements, being the members of the same, 14th (4B), group of the periodic system; not only in science fiction but also in serious scientific works could there be found speculations about the possibility of extra-terrestrial life based on silicon. In this paper, the physical and chemical properties of carbon and silicon, as well as their respective compounds were compared (alkanes – silanes, cyclic hydrocarbons – cyclosilicates, heterocyclic compounds – alumosilicates). Their geochemistry shows mutual dependence of carbon and silicon circulations. Moreover, comparison of silica (quartz) with water (ice) points to unexpected similarities of the two minerals. This work is licensed under a Creative Commons Attribution 4.0 International License.

Electron spin resonance (ESR) detection of paramagnetic elements and molecules in foods has been conducted in the cooperative research work of high school students at Nara University of Education. The cooperative program between Tezukayama high school and Nara University of Education has been carried out since 2008. This program has two purposes. 1. To provide information about the university laboratory to the early years of high school students. 2. To learn basic operations in experiments. In order to fulfill the purposes, electron spin resonance spectroscopy (ESR) was used. For example, detection of paramagnetic species in foods. The results of the experiments will be reported.

Funding Information: Funding: This research received no external funding. The research was internally funded by Aalto Science Institute (project 3DMM) and Aalto Online Learning Programme (project 3D-CHEM). Publisher Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland. Virtual reality provides a powerful way to visualize the three-dimensional, atomic-level structures of molecules and materials. We present new virtual reality software for molecular modeling and for testing the use of virtual reality in organic chemistry education. The open-source software, named VRChem, was developed primarily for building, visualizing and manipulating organic molecules using a head-mounted virtual reality system. The design goal of the VRChem software was to create an easy-to-use and entertaining user experience for molecular modeling in virtual reality. We discuss the design and implementation of VRChem, together with real-life user experiences collected from students and academic research staff.

Models are essential in science and therefore in scientific literacy. Therefore, pupils need to attain competency in the appropriate use of models. This so-called model–methodical competence distinguishes between model competence (the conceptual part) and modelling competence (the procedural part), wherefrom a definition follows a general overview of the concept of models in this article. Based on this, modelling processes enable the promotion of the modelling competence. In this context, two established approaches mainly applied in other disciplines (biology and mathematics) and a survey among chemistry teachers and employees of chemistry education departments (N = 98) form the starting point for developing a chemistry modelling process. The article concludes with a description of the developed modelling process, which by its design, provides an opportunity to develop students’ modelling competence.

This research is part of the teacher training studies field, focusing the chemical educators training. In this context, it aims to analyze the role of the chemistry teacher in his professionality, from the perspective of the teacher trainers of the Science course degree at a university in the state of São Paulo. Therefore, supported by assumptions of qualitative research, six teacher trainers were interviewed through semi-structured interviews. The analyzes were built from the following axes: i) Understanding about what it means to be a chemistry teacher; ii) The profession forged in the life trajectory. The results point to the appreciation of initial training, to the relevance of student-teacher relationships and to the teacher's understanding about your own professional identity. Esta investigación forma parte del campo de los estudios e investigaciones de la formación del profesorado, centrándose especialmente en la formación del educador químico. En este contexto, tiene como objetivo analizar el papel del profesor de química en su profesionalidad, a la luz de los entendimientos de los formadores en un curso de licenciatura en Ciencias de una universidad en el estado de São Paulo. Para ello, apoyado por supuestos de investigación cualitativa, se entrevistó a seis formadores de profesores a través de entrevistas semiestructuradas. Los análisis se construyeron a partir de los siguientes ejes: i) Comprensión de lo que es ser profesor de química; ii) La profesión forjada en la propia trayectoria de vida. Los resultados apuntan a la valorización de la formación inicial, a la relevancia de las relaciones alumno-profesor y a la comprensión del profesor sobre su identidad profesional. A presente investigação insere-se no campo de estudos e pesquisas da formação de professores, focalizando em especial a formação de educadores químicos. Nesse contexto, apresenta-se como objetivo entender a função do professor de química em sua profissionalidade, à luz das compreensões dos docentes de um curso de licenciatura em Ciências de uma universidade pública do estado de São Paulo. Para tanto, com base em pressupostos da pesquisa qualitativa, foram entrevistados seis professores formadores por meio de entrevistas semiestruturadas. As análises foram construídas a partir dos seguintes eixos: i) Entendimento sobre o que é ser professor de química; ii) A profissão forjada na própria trajetória de vida. Os resultados apontam para a valorização da formação inicial, para a relevância das relações aluno-professor e para o entendimento do professor sobre sua identidade profissional.

Acetic acid derivatives such as ethyl acetate have been considered to be negative to the iodoform test because of the predominant hydrolysis leading to acetic acid. We clarified the immiscible property of the ester was the actual reason for the negative result. When THF or 1-propanol was used as a solvent, even alkyl acetate underwent the iodoform reaction; however, it cannot be used as qualitative test because of high solubility of iodoform into these solvents. This problem was overcome by conducting the test in methanol. Indeed, not only alkyl acetates but also N,N-dimethylacetamide showed positive to the iodoform test producing a yellow precipitates.

open access article The lack of machine-readable data is a major obstacle in the application of NMR in artificial intelligence. As a way to overcome this, a procedure for capturing primary NMR Spectroscopic instrumental data annotated with rich metadata and publication in a FAIR data repository is described as part of an undergraduate student laboratory experiment in a chemistry department. This couples the techniques of chemical synthesis of a never before made organic ester with illustration of modern data management practices and serves to raise student awareness of how FAIR data might improve research quality and replicability. Searches of the registered metadata are shown which enable actionable Finding and Accessing of such data. The potential for Re-use of the data in AI-applications is discussed.

Molecular recognition of food molecules by ion channels and G-protein coupled receptors is the basis of taste perception. We explore the chemical nature of dietary molecules, and explore how salty, sour, sweet, bitter, and umami tastes can be explained at a molecular level.

A interface dialógica entre a universidade e as escolas de Educação Básica é um espaço-tempo investigativo privilegiado para a formação docente. É neste campo inter relacional que acontece a necessária fusão entre os construtos do conhecimento acadêmico e o universo escolar, pois é no contato entre os pares que os licenciandos se identificam e se reconhecem como profissionais do ensino. Em face ao exposto, apresentamos neste artigo os resultados de uma pesquisa sobre Ser professor de Química realizada com sete estudantes de um curso de licenciatura de uma universidade baiana. O grupo investigado respondeu ao questionamento sobre Ser professor de Química, trazendo suas justificativas. As expressões elencadas foram submetidas à aplicação Web WordClouds, para criação da nuvem de palavras, evidenciando as evocações mais expressivas. O resultado obtido evidenciou os termos Conhecimento, Ensino, Ciência e Autonomia. Conforme Bardin, realizamos a análise de conteúdo das justificativas de todos os termos elencados pelos licenciandos emergindo as categorias Ciência e Sociedade, Ambiente físico e Profissionalização. Dos resultados encontrados podemos concluir que este grupo percebe a importância da formação pedagógica realizada no intercâmbio entre a universidade e a escola caracterizando o papel social da docência e da profissionalização docente., The dialogical interface between the university and the Basic Education schools is a privileged investigative space-time for teacher training. It is in this inter-relational field that the necessary fusion between the constructs of academic knowledge and the school universe takes place, as it is in the contact between peers that undergraduate students identify and recognize themselves as teaching professionals. In light of the above, in this article we present the results of a research on Being a Chemistry teacher carried out with seven students from a degree course at a Bahian university. The investigated group answered the question about Being a Chemistry teacher, providing their justifications. The listed expressions were submitted to the WordClouds Web application, to create the word cloud, showing the most expressive evocations. The result obtained evidenced the terms Knowledge, Teaching, Science and Autonomy. According to Bardin, we carried out a content analysis of the justifications for all the terms listed by the licensors, emerging the categories Science and Society, Physical Environment and Professionalization. From the results found, we can conclude that this group perceives the importance of the pedagogical training carried out in the exchange between the, La interfaz dialogical entre la universidad y las escuelas de educación básica es un espacio de investigación privilegiado para la educación del profesorado. Es en este campo interrelacional donde se lleva a cabo la necesaria fusión entre las construcciones del conocimiento académico y el universo escolar, porque es en el contacto entre compañeros donde los estudiantes se identifican y se reconocen como profesionales de la enseñanza. En vista de lo anterior, presentamos en este artículo los resultados de una investigación sobre ser profesor de Química realizada con siete estudiantes de un curso de licenciatura en una Universidad de Bahía. El grupo investigado respondió a la pregunta sobre ser profesor de química, aportando sus justificaciones. Las expresiones que se enviaron a la aplicación Web WordClouds para crear la palabra nube, lo que evidencia las evocaciones más expresivas. El resultado mostró los términos Conocimiento, Enseñanza, Ciencia y Autonomía. Según Bardin, realizamos el análisis de contenidos de las justificaciones de todos los términos enumerados por los graduados que surjan las categorías Ciencia y Sociedad, Medio Físico y Profesionalización. De los resultados encontrados podemos concluir que este grupo percibe la importancia de la formación pedagógica realizada en el intercambio entre la universidad y la escuela caracterizando el papel social de la enseñanza y la profesionalización del profesorado.

Inhaltliche Richtigstellung zu folgendem Beitrag in der Chemical Education-Reihe: C. A. Vock, Chimia 2021, 75, 443–445, https://doi.org/10.2533/chimia.2021.443.

The Lab4treat experience has been developed to demonstrate the use of magnetic materials in environmental applications. It was projected in the frame of the European project Mat4Treat, and it was tested several times in front of different audiences ranging from school students to the general public in training and/or divulgation events. The experience lends itself to discuss several aspects of actuality, physics and chemistry, which can be explained by modulating the discussion depth level, in order to meet the interests of younger or more experienced people and expand their knowledge. The topic is relevant, dealing with the recycling of urban waste and water depollution. The paper is placed within the field of water treatment for contaminant removal, therefore, a rich collection of recent (and less recent) papers dealing with magnetic materials and environmental issues is described in the Introduction section. In addition, the paper contains a detailed description of the experiment and a list of the possible topics which can be developed during the activity. The experimental approach makes the comprehension of scientific phenomena effective, and, from this perspective, the paper can be considered to be an example of interactive teaching.

Im Rahmen einer didaktischen Einordnung der bedeutenden nicht-proteinogenen Aminosäure Norleucin in die Familie der konstitutionsisomeren Leucine werden Vorkommen in Naturstoffen und Pharmaka sowie insbesondere die komplizierte historische Namensfindung der Verbindung dargestellt.

Introduction.The didactic principle of education-in-studies is one of the most important instruments of quality education at all levels. Compliance with this principle enhances the results of methodological means educators choose. A positive example is considered a widely recognised and effective method of education and upbringing. As such examples, in education it is recommended to use personal and scientific biographies of scholars whose names became a part of scientific eponyms – terms meaning phenomena, laws, theories, inventions, etc. derived from the names of their originators. Eponyms are researched from the prospective of many sciences, including pedagogy. According to the principles of humanisation and historicism declared in governmental documents on education, eponyms can be utilised as means of upbringing while studying natural and other disciplines. However, the research data about this role of eponyms are scarce. In particular, it is unknown how students perceive this component of language and if there is a difference in perception between school and university students. This gap in methodology and teaching technique applies to a number of disciplines including chemistry.The aimsof this research publication were to study attitudes of university students in two countries – Belarus and the USA – to chemical eponyms, and to identify correlations between their reflective cognition and solid knowledge of the future professionals.Methodology and research methods. A 27-item questionnaire with different types of answers was developed by the author of the present research. The questionnaire was administered via the Internet for the survey of students at University of Oregon and Belarusian State University. Analysis of the data collected was done in IBM® SPSS® package using descriptive (mean, standard deviation, variance) and inferential (Mann–Whitney and Pearson tests) statistics.Results and scientific novelty. The survey showed that students in both countries recognise chemical eponyms by association better than by their content. Belarusian respondents exhibited a bit higher level of eponym knowledge than American respondents, which is explained by populations (the former one had more chemistry majors), timing and duration of chemistry courses. Recognition of chemical eponyms differs; it is promoted by their repeatability, uniqueness, and phoneticity. The majority of students in both countries perceive eponyms non-reflexively, and the students’ attitude towards eponyms is mostly uncertain. It was found that the determinant factor for good knowledge and reflective positive attitude towards eponyms is the student’s motivation for learning. This motivation, in turn, is determined by the chosen major. Naturally, the profile majors “Chemistry” and “Chemistry Teaching” motivate students the most. It has been concluded that on the one hand, for implementation of the humanisation and historicism principles, one should not rely exclusively on eponyms. To avoid mistakes, one should keep a systemic approach that implies a set of pedagogical means and methods. On the other hand, systematic, regular work with chemical eponyms helps to get an in-depth understanding of chemical phenomena and to get the chemical theory-and-practice synthesis quick and balanced. Unfortunately, less and less attention is paid in educational literature to both eponyms and scholar personalities as their sources, and that is fundamentally wrong.Practical significance. The research materials and the results obtained in this research will be useful for teachers and instructors of chemistry in the development of lessons, lectures, seminars and laboratory classes as well as in writing tutorials and textbooks.

Metal-organic framework (MOF) is attractive because of its representation as a class of crystalline porous materials with excellent properties, specifically its chemical functionality and high porosity, making it potentially tailored for various desired applications. Although the synthesis of MOFs have been well-documented, most reports are in the bulk and micrometer sizes. The synthesis of MOFs in the smaller size is still inevitable. This work reports the synthesis of nano MOF particles (i.e., MIL-100(Fe), HKUST-1(Cu), Cu-TPA, and MOF-5(Zn)). In the experiment, MOFs were created by interacting ligands and metal ions in the specific solvent in the solvothermal process. Different from other reports, this study used low concentrations of ligands and metal ions, in which this is effective to control ligand-metal ion interaction, reaction, nucleation, and growth of MOF. The successful synthesis was obtained and effective for various MOF particles by changing types of ligands and metal ions. The study also obtained that compatibility and dilution of the ligands and the metal ions in the specific solvent are important parameters. This information will bring new strategies and further developments for the synthesis of MOF materials for wider range of potential applications in separation, catalysis, dye adsorption, and drug carrier uses.

The concepts of molecular structure and molecular shape are ubiquitous in the chemical literature, where they are often taken as synonyms, with unavoidable drawbacks in chemistry teaching. A third concept, molecular topology, is less frequent but it is a reference term in molecular research domains such as Quantitative Structure–Activity Relationships. The present paper proposes an epistemological analysis of these three notions, aimed at clarifying the nature of their relationship, as well as the contiguities and differences between them. At first, we discuss the various acceptations of the terms molecular structure and molecular shape. Then, we examine some crucial milestones in the history of these concepts and we analyse the relationship between structure, shape and topology from an epistemological viewpoint. We point out the distinguishing features of each concept and we show that their semantic openness, that may be fruitful in a specialized context, turns into a source of incoherence and inaccuracy in the teaching context, fostered by the misleading use of these terms made by textbooks. Eventually, we propose a criterion fit to discriminate between the conceptual domains of molecular shape, molecular structure and molecular topology.

The SARS-CoV-2/COVID-19 pandemic has disrupted higher education across the globe. As of early November 2020, Europe now finds itself in the middle of a second wave that is even more destructive than the first. The Swiss Federal Council declared on 28 October, 2020 that face-to-face teaching at Swiss Universities was to cease within days. With large introductory lectures in natural science faculties forced entirely online, educators in Switzerland are facing new challenges and dealing with the limitations of remote instruction. Through a series of anecdotes and observations, this article identifies challenges associated with scalable online learning, and explores methods to mitigate them. Additionally, several advantages to scalable online instruction are identified. By focusing on areas where online instruction has significant advantages, I argue that we can deliver high quality instruction in the chemical sciences remotely., Chimia, 75 (1-2), ISSN:0009-4293

Esta dissertação teve como objetivos conhecer os trabalhos desenvolvidos que se utilizam da Realidade Aumentada (RA) para o ensino da Química submicroscópica e as percepções de professores de Química do ensino médio de escolas públicas e privadas sobre o uso das Tecnologias Digitais da Informação e da Comunicação (TDIC), em especial a RA, em sala de aula. Por meio de levantamento de artigos científicos nas bases de dados do Educational Resources Information Center (ERIC) e no Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), para os quais não foi delimitado período de pesquisa, buscamos por trabalhos que proporcionassem experiências em RA no ensino de Química. Os trabalhos foram analisados segundo categorias tais como: ano de publicação, público-alvo, conteúdos de Química, sistema operacional utilizado, entre outras. Os resultados obtidos constituíram o primeiro artigo que compõe esta dissertação. Para conhecer qual a relação que os docentes de Química têm com as TDIC e a RA, realizou-se uma pesquisa com um grupo de professores do ensino médio de escolas públicas e privadas da região metropolitana de Porto Alegre no Rio Grande do Sul por meio de entrevistas que possibilitaram conhecer seus percursos formativos; se as TDIC estão presentes no planejamento de suas aulas e se conheciam a RA aplicada para o Ensino da Química. A análise das entrevistas se deu por Análise de Conteúdo e os dados obtidos deram origem ao segundo artigo que compõe este trabalho. As principais repostas obtidas para atender aos objetivos dessa dissertação estão associadas à relação entre o desenvolvimento de softwares e aplicativos de RA e o crescente avanço e a popularização das tecnologias móveis (smartphones e tablets). Com a rápida evolução das tecnologias, os softwares para desenvolvimento de programas que proporcionam experiências em RA tendem a se tornar cada vez mais acessíveis, proporcionando o aumento da disponibilidade desses recursos prontos na forma de aplicativos, os quais poderão ser acessados pelos usuários sem a necessidade de criar algo novo. Outro ponto importante é o desenvolvimento de recursos com RA para atender a demandas do Ensino de Química relacionadas às dificuldades de entender o universo invisível da química submicroscópica. No que diz respeito ao uso dessas tecnologias pelo grupo de professores entrevistados e principalmente sua relação com a RA, fica evidente que tecnologias atuais quando presentes na ação docente são de uso genérico, ou seja, não são recursos específicos para a compreensão da química e suas nuances mais complexas. Isso sugere a necessidade de formações, sejam iniciais ou continuadas, que proporcionem uma atualização em TDIC especificas para o Ensino de Química. This dissertation had as objectives to know the works developed that use Augmented Reality (AR) for the teaching of submicroscopic chemistry and the perceptions of high school chemistry teachers from public and private schools on the use of Digital Information and Communication Technologies (TDIC), especially RA, in the classroom. Through a survey of scientific articles in the databases of the Educational Resources Information Center (ERIC) and in the Portal of Journals of the Coordination for the Improvement of Higher Education Personnel (CAPES), for which there was no delimited research period, we seek works that provide AR experiences in chemistry teaching. The works were analyzed according to categories such as: year of publication, target audience, chemistry content, operating system used, among others. The results obtained constituted the first article that composes this dissertation. To find out what the relationship that Chemistry teachers have with TDIC and AR, a survey was conducted with a group of high school teachers from public and private schools in the metropolitan region of Porto Alegre in Rio Grande do Sul through interviews that made it possible to know their training paths; if TDIC are present in the planning of their classes and if they knew the applied AR for the Teaching of Chemistry. The analysis of the interviews took place through Content Analysis and the data obtained gave rise to the second article that composes this work. The main answers obtained to meet the objectives of this dissertation are associated with the relationship between the development of AR software and applications and the growing advance and popularization of mobile technologies (smartphones and tablets). With the rapid evolution of technologies, software for developing programs that provide AR experiences tends to become increasingly accessible, providing an increase in the availability of these ready-made resources in the form of applications, which can be accessed by users without the need for create something new. Another important point is the development of resources with AR to meet the demands of Chemistry Teaching related to the difficulties of understanding the invisible universe of submicroscopic chemistry. With regard to the use of these technologies by the group of teachers interviewed and, mainly, their relationship with AR, it is evident that current technologies when present in the teaching action are of generic use, that is, they are not specific resources for understanding chemistry its most complex nuances. This suggests the need for training, either initial or continued, that provide an update in specific TDIC for Chemistry Teaching.

The most enjoyable part of Chemistry as a subject in High school was, is, and always will be working in a laboratory, where all experiments are performed by the pupils. Chemical experiments with an easily accessible raw material such as pills of Spirulina and Chlorella are expected to increase the interest of students. For this Bachelor's work, experiments were designed and the task was performed utilizing commercial sources of Spirulina and Chlorella, which are sold as food supplements and considered to be superfoods nowadays due to their high protein content. In this Bachelor's work attention is paid to the pigments that Spirulina and Chlorella contain. The main topic of this work are pigments, which are mentioned in the context of Organic Chemistry lessons in the RVP G documents. First, experiments with these pigments were performed, namely their extraction with various solvents and chromatography. Subsequently, it was determined by HPLC and UV-Vis spectroscopy which pigments are extracted with which solvent. Based on these results, materials suitable for teaching chemistry at secondary schools were created, especially on the topic of separation methods and polarity of substances. Two laboratory works suitable for the IBSE teaching method were proposed, as well as a worksheet Keywords:...

Im Rahmen einer didaktischen Einordnung der bedeutenden nicht-proteinogenen Aminosäure Norleucin in die Familie der konstitutionsisomeren Leucine werden Vorkommen in Naturstoffen und Pharmaka sowie insbesondere die komplizierte historische Namensfindung der Verbindung dargestellt.

The basic chemistry knowledge of first-year students in the disciplines Chemistry, Biology, Pharmaceutical Sciences, and Health Sciences and Technology has been evaluated within the first three weeks of the Fall semester with a Moodle-based quiz at ETH Zurich. It consists of 37 small problems testing the knowledge that ETH students entering the lecture courses General Chemistry 1 (Inorganic Chemistry) (AC1) and Organic Chemistry 1 (OC1) should ideally have. An initial set of questions was developed by Bernhard Jaun (ETH Zurich) in 2007, it was combined with questions from an evaluation created in 2015 by Markus Müller (secondary school II teacher). The results of a total of 925 students who took part in the 2016 and 2017 evaluations are presented. It was found that 80% of the students of Chemistry, Chemical Engineering and Interdisciplinary Natural Sciences (AC1 course) and 70% of the students of Biology, Pharmaceutical Sciences, and Health Sciences and Technology (OC1 course) scored ≥60%. Students who took the focus course (Schwerpunktfach) Biology and Chemistry at the SEK II level (Swiss school system) performed on average 13–18% better and with a smaller standard deviation than other students. No significant differences were observed with regard to gender or the region in which the qualification for university entrance was obtained., Chimia, 75 (1-2), ISSN:0009-4293

В данной статье представлены результаты изучения мотивационного аспекта одаренных обучающихся непрофильных классов. Выявлены основные критерии развития учебной мотивации у обучающихся с выдающимися способностями в рамках химического образования. Определена значимость формирования внутренней мотивации школьника, которая связана с развитием познавательного интереса ученика к изучаемому предмету. В ходе исследования выявлены инновационные технологии, способствующие повышению учебной мотивации одаренных обучающихся, а также определен уровень мотивации обучающихся как необходимое условие эффективности обучения химии., The article presents the results of studying the motivational aspect of gifted students in non-core classes. The main criteria for the development of educational motivation in students with outstanding abilities in the framework of chemistry education have been identified. The importance of the formation of a student's internal motivation, which is associated with the development of a student's cognitive interest in the subject under study, has been determined. In the course of the study, innovative technologies were identified to increase the educational motivation of gifted students, as well as the level of student motivation as a necessary condition for the effectiveness of teaching chemistry.

This study aimed to analyze the limits and potential of the development of a thematic workshop in understanding the importance of Basic Sanitation, from a sewage treatment perspective. This qualitative and field research was developed in the Preparatory Study Group for the Enem of the Tecelendo Program of the Universidade Federal do Recôncavo da Bahia. The experimentation and contextualization have been used as a pedagogical strategy in organizing the workshop to help educate students involved, allowing it to be worked with a theme that was directly linked to its social context. The results obtained signaled that the strategy used enabled students for better understand the chemical knowledge present in their daily lives. Students signaled the scarcity of time as the limit of the proposal, as they pointed out that the duration of the intervention was not sufficient for more learning that is meaningful. In addition, the workshop had a punctual methodology, not being sufficient to consolidate chemical concepts in a contextualized perspective. The contribution of this work consisted of promoting dialogues about the possibility of diversifying the didactic mediation of the teacher in the classroom and as a potential for dialogue in the development of contextualized experimental proposals for Chemical Education., Este estudio tuvo como objetivo analizar los límites y el potencial de desarrollar un taller temático para comprender la importancia del saneamiento básico, desde una perspectiva de tratamiento de aguas residuales. Esta investigación cualitativa y de campo se desarrolló en el Grupo de Estudio Preparatorio para el Enem del Programa Tecelendo de la Universidad Federal de Recôncavo da Bahia. La experimentación y la contextualización se utilizaron como estrategia pedagógica en la organización del taller para ayudar en el aprendizaje de los estudiantes involucrados, lo que le permite trabajar con un tema directamente relacionado con su contexto social. Los resultados obtenidos indicaron que la estrategia utilizada permitió a los estudiantes comprender mejor el conocimiento químico presente en su vida diaria. Los estudiantes señalaron la escasez de tiempo como el límite de la propuesta, ya que señalaron que la duración de la intervención no fue suficiente para un aprendizaje más significativo. Además, el taller tenía una metodología específica, que no era suficiente para consolidar los conceptos químicos en una perspectiva contextualizada. La contribución de este trabajo fue promover diálogos sobre la posibilidad de diversificar la mediación didáctica del profesor en el aula y como potencial para el diálogo en el desarrollo de propuestas experimentales contextualizadas para la Educación Química., O presente estudo teve como objetivo analisar os limites e potencialidades do desenvolvimento de uma oficina temática no entendimento da importância do Saneamento Básico, em uma perspectiva do tratamento do esgoto. Esta pesquisa qualitativa e de campo foi desenvolvida no Grupo de Estudos Preparatório para o Enem do Programa Tecelendo da Universidade Federal do Recôncavo da Bahia. A experimentação e a contextualização foram utilizadas como estratégia pedagógica na organização da oficina para auxiliar no aprendizado dos estudantes envolvidos, permitindo que fosse trabalhado com um tema que estava diretamente ligado ao seu contexto social. Os resultados obtidos sinalizaram que a estratégia utilizada possibilitou aos discentes uma melhor compreensão dos conhecimentos químicos presentes no seu dia a dia. Os alunos sinalizaram como limite da proposta a escassez do tempo, pois pontuaram que a duração da intervenção não foi suficiente para um aprendizado mais significativo. Além disso, a oficina teve uma metodologia pontual, não sendo suficiente para consolidar conceitos químicos em uma perspectiva contextualizada. A contribuição deste trabalho consistiu na promoção de diálogos sobre a possibilidade de diversificar a mediação didática do professor na sala de aula e como potencialidade de dialogar na elaboração de propostas experimentais contextualizadas para a Educação Química.

As atividades lúdicas têm sido objeto de estudo em diversos artigos na literatura relacionada ao Ensino de Química. O presente trabalho está inserido nesse contexto, com a elaboração e aplicação de um material pedagógico lúdico, visando a rever conceitos de Química Inorgânica, mais precisamente envolvendo aplicações, nomenclatura e conceitos referentes a ácidos e bases de Arrhenius. Para isso, foi criado um jogo de cartas, denominado “trinca química”, formado por um conjunto de 52 cartas, para ser aplicado em sala de aula, em uma atividade lúdica para alunos do Ensino Médio de uma escola Estadual. A aceitação dessa metodologia alternativa pelos alunos foi bastante significativa, tendo sido constatada a importância e contribuição do jogo para o estímulo à aprendizagem, bem como para revisão e consolidação de conceitos abordados em sala de aula. O jogo também permitiu identificar possíveis problemas na aprendizagem dos alunos e indicar alternativas para superá-los. Além disso, a proposta foi bem aceita pela professora de Química, que relatou ter havido uma melhora significativa na relação com os alunos após a aplicação da atividade lúdica em sala de aula. Ludic activities have been the object of study in a number of works in literature related to the Teaching of Chemistry. The present work has been inserted in that context, by the elaboration and application of a playful pedagogical material, aiming to review concepts of Inorganic Chemistry, more precisely involving applications, nomenclature and concepts related to Arrhenius acids and bases. To this end, a game of cards called "Chemical Crack" was elaborated with a deck of 52 cards and applied to a High School classroom from a public State School. The results were quite satisfactory and the acceptance of the methodology by the students was very significant, having been verified the importance and contribution of the game to the stimulus to learning, reviewing and consolidating concepts explored in the classroom. Furthermore, the game allowed to evaluate possible learning difficulties, as well as ways to overcome them. The proposal was also very well received by the teacher of Chemistry, who also reported an enhancement in the relationship with the students after the application of this methodology in classroom.

The use of anabolic androgenic steroids is largely restricted worldwide since they are associated with innumerous side effects and health damage. However, apprehensions of formulations of anabolic agents have been extensively increasing throughout the world, making their analysis a common task in the forensic field. In this sense, a set of three experiments was developed and applied to undergraduate students of Forensic Chemistry dealing with visual inspection of apprehended formulations of anabolic androgenic steroids as well as chemical identification by Infrared Spectroscopy and Gas Chromatography-Mass Spectrometry. Moreover, the classroom evaluated the extraction of steroidal active ingredients by ultrasonic and microwave-assisted extraction. The experimental procedures allied with the theory behind these topics provided an important background to the students on distinct extraction methods and analytical techniques used in the analysis of anabolic agents. Finally, the classroom was led to critically evaluate and interpret the results as well as to question the adequacy of experimental methods used in forensic analysis to stimulate their critical thinking.

Durante la enseñanza y aprendizaje de la química es común que los maestros y estudiantes empleen distintas formas para expresar el conocimiento químico. Las dificultades que los estudiantes presentan a la hora de comprender la química se fundamentan en la complejidad inherente a esta ciencia. La presente investigación tiene como objetivo analizar los aportes del triplete químico en la enseñanza y el aprendizaje de la química orgánica, contextualizada en problemáticas socioambientales del departamento de Córdoba, Colombia. Dedicatoria Agradecimientos Resumen V Abstract VII Introducción 1 CAPÍTULO I: ASPECTOS PRELIMINARES 1.1. Introducción 5 1.2. Planteamiento del problema 5 1.2.1. Descripción del problema. 5 1.2.2. Formulación del problema. 7 1.3. Objetivos 8 1.3.1. Objetivo general 8 1.3.2. Objetivos específicos 8 1.4. Justificación 9 CAPÍTULO II: MARCO REFERENCIAL 2.1. Introducción 13 2.2. Estado del arte 13 2.3. Marco Espacial 21 2.4. Marco teórico 23 2.4.1. Triplete Químico. 24 2.4.2. Percepciones de maestros y estudiantes sobre el uso del triplete químico. 25 2.4.3. Dificultades en la enseñanza y el aprendizaje de la Química. 26 2.4.4. Cambio en el aprendizaje de las Ciencias. 27 2.4.5. Conceptos disciplinares y contexto socioambiental 28 2.4.6. Modelos y Modelización en la Educación Científica. 30 2.4.6.1. Modelos de acuerdo con analogías. 33 2.4.6.2. Modelos de acuerdo con la porción del mundo. 33 2.4.6.3. Modelos de acuerdo con el contexto. 34 2.4.6.3.1. Contexto científico. 34 2.4.6.3.2. Contexto escolar y didáctico. 34 2.5. Marco Conceptual 36 2.5.1. Triplete Químico. 36 2.5.2. Didácticas en la enseñanza de la química orgánica. 37 2.5.3. Enseñanza y Aprendizaje de la química orgánica. 38 2.6. Marco Legal 40 CAPÍTULO III: MARCO METODOLÓGICO 3.1. Introducción 43 3.2. Paradigma de Investigación 43 3.3. Tipo y enfoque de la investigación 45 3.3.1. Investigación fenomenológica. 46 3.3.2. La teoría fundamentada. 47 3.3.3. Modelización en ciencias. 48 3.4. Validación y criterios de Cientificidad 49 3.4.1. Credibilidad. 49 3.4.2. Transferibilidad. 50 3.4.3. Dependencia. 50 3.5. Fases de la investigación 53 3.5.1. Fase 1. Diagnosis. Primer Objetivo. 53 3.5.1.1. Análisis de datos cualitativos con el software Atlas ti. 53 3.5.1.2. Terminología utilizada en el análisis del contenido cualitativo (ACC). 55 3.5.1.3. Sub-fases del plan de análisis del contenido cualitativo (ACC). 56 3.5.1.3.1. Creación de unidades Hermenéuticas. 56 3.5.1.3.2. Reducción y análisis de los datos. 56 3.5.1.3.3. Etapa 1. Codificación Abierta. 56 3.5.1.3.4. Etapa 2. Codificación Axial. 57 3.5.1.3.5. Codificación Central (C.C.): Categoría Central. 57 3.5.1.3.6. Categorización Basal (C.B.): Subcategorías. 58 3.5.1.3.7. Etapa 3. Codificación Selectiva. 58 3.5.2. Interpretación y análisis de las respuestas obtenidas. 58 3.5.3. Fase 2. Constructiva. Diseño del Modelo Didáctico. Segundo Objetivo. 59 3.5.4. Fase 3. Interacción. Implementación y valoración del Modelo didáctico. Tercer objetivo. 60 3.5.4.1. Actividad 1. 60 3.5.4.2. Actividad 2. 60 3.5.4.3. Análisis de datos después de la intervención en el aula. 61 3.5.5. Fase 4. Aportes del estudio. Cuarto objetivo. 62 3.6. Diseño Metodológico 65 3.7. Técnicas de recolección de información 66 3.7.1. Grupos de discusión a estudiantes. 66 3.7.2. Observación no participante. 66 3.7.3. Entrevista en profundidad a docentes de ciencias en servicio. 67 3.8. Instrumentos de recolección de información 67 3.8.1. Evaluación KPSI: Estructura y validación. 68 3.9. Operacionalización de categorías del estudio 69 3.10. Población y muestra 71 3.11. Delimitación y Alcance 71 3.12. Consideraciones éticas 72 CAPÍTULO IV: RESULTADOS Y ANÁLISIS 4.1. Introducción 75 4.2. Fase 1. Percepciones de Docentes y Estudiantes 75 4.2.1. Categoría 1. Representaciones en Química (Maestros). 77 4.2.2. Categoría 2. Enseñanza y aprendizaje de la Química (maestros). 79 4.2.3. Categoría 1. Nociones químicas (estudiantes). 81 4.2.4. Categoría 2. Qué Química aprender (Estudiantes). 84 4.2.5. Categoría 3. Para qué aprender Química (Estudiantes). 86 4.3. Fase 2. Constructiva. Modelo didáctico 87 4.3.1. Modelos mentales de los estudiantes antes de las experiencias contextualizadas. 88 4.3.2. Diseño del Modelo Didáctico. 92 4.3.3. Dimensiones en los procesos de Enseñanza y Aprendizaje de la Química contextualizada. 93 4.3.3.1. Contextualización Química desde las Problemáticas Socioambientales. 93 4.3.3.2. Triplete Químico en la Enseñanza y Aprendizaje de la Química. 94 4.3.3.3. Regulación y Autorregulación en los procesos de enseñanza y aprendizaje. 94 4.3.3.4. Evaluación de los Aprendizajes. 94 4.3.3.5. Cambio en el Aprendizaje desde lo Cognitivo, Motivacional y Contextual. 95 4.3.4. Modelo SAMSS para la Enseñanza y el Aprendizaje de las Ciencias Químicas. 95 4.4. Fase 3. Interacción: Implementación del Modelo SAMSS 102 4.4.1. Momento i) Exploración o de explicitación inicial. 104 4.4.2. Momento ii) Introducción de los nuevos conocimientos. 105 4.4.3. Momento iii) Estructuración y síntesis de los nuevos conocimientos. 105 4.4.4. Momento iv) Aplicación. 106 4.4.5. Modelos de los estudiantes después de las experiencias contextualizadas 106 4.5. Triangulación metodológica 110 4.1. Fase 4. Aportes a la formación profesoral 115 4.1.1. Introducción 116 4.1.2. Constructo CDC y modelo didáctico SAMSS 117 4.1.3. Objetivos de la propuesta de Formación profesoral. 120 4.1.3.1. Competencias específicas. 121 4.1.3.2. Competencias Transversales. 121 4.1.4. Justificación 123 4.1.5. Estrategias metodológicas 124 CAPÍTULO V: CONCLUSIONES, RECOMENDACIONES 5.1. Conclusiones 144 5.2. Recomendaciones 148 6.Referencias 150 7.Anexos 173 Maestría Magíster en Didáctica de las Ciencias Naturales

Objective The application of molecular graphics software as a simple and free alternative to molecular model sets for introductory-level chemistry learners is presented. Results Based on either Avogadro or IQmol, we proposed four sets of tasks for students, building basic molecular geometries, visualizing orbitals and densities, predicting polarity of molecules and matching 3D structures with bond-line structures. These topics are typically covered in general chemistry for first-year undergraduate students. Detailed step-by-step procedures are provided for all tasks for both programs so that instructors and students can adopt one of the two programs in their teaching and learning as an alternative to molecular model sets.